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Title: Teacher communities as a context for professional development: A systematic review
Authors: Vangrieken, Katrien ×
Meredith, ChloƩ
Packer, Tlalit
Kyndt, Eva #
Issue Date: 2017
Publisher: Pergamon
Series Title: Teaching and Teacher Education vol:61 pages:47-59
Abstract: Teacher communities play a central role in teachers’ professional development. This study provides a systematic review of empirical research on teacher communities (TCs). Based upon predefined selection criteria, 40 studies were analysed using a narrative method. Three different types of TCs were identified: formal, member-oriented with a pre-set agenda, and formative TCs. Results showed that different stakeholders (governments, school principals, teachers) are involved and their different perspectives and degrees of involvement (distinguishing between TCs realised bottom-up or top-down) impact TCs. Finally, several conditions for success were reported: supportive leadership, group dynamics and composition, and trust and respect.
ISSN: 0742-051X
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Educational Effectiveness and Evaluation
Professional Learning & Development, Corporate Training and Lifelong Learning
× corresponding author
# (joint) last author

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