Creating a Professional Learning Community through Self-Study
bilingual education, change in practice, professional learning
Studying Teacher Education
This article describes the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school. Located in the center of the rural state of Iowa, the school's development of a bilingual program for native speakers of both English and Spanish created challenges for the educators involved. The authors reflect the spectrum of collegial partnerships fostered by the experience, representing two classroom teachers, a program coordinator, and two university professors. They present their analysis of the development of a dual language program and the impact of their collegial self-study on how they thought about their practice, how they engaged with others, and how they were able to achieve change within and across their practice. © 2011 Copyright Taylor and Francis Group, LLC.
Department of Curriculum and Instruction
Original Publication Date
DOI of published version
Tidwell, Deborah L.; Wymore, Lisa; Garza, Anel; Estrada, Maricruz; and Smith, Howard L., "Creating a Professional Learning Community through Self-Study" (2011). Faculty Publications. 1888.