New Teachers: Navigating the World of Professional Learning Communities

dc.contributor.author	Elizabeth Vest	en_US
dc.contributor.department	Education	en_US
dc.date.accessioned	2015-06-23T19:12:42Z
dc.date.available	2015-06-23T19:12:42Z
dc.date.issued	2015-03-20	en_US
dc.description.abstract	From a social constructivist and pragmatist point of view, this qualitative case study looks at how new teacher navigate working within a Professional Learning Community or PLC team. Through structured interviews, the researcher explored how new teachers with less than 3 years of experience adjusted to working within a Professional Learning Community (PLC). Full article (pages 1-23) located at http://www.tams.net/resources/Journal/JourSpr2015.pdf	en_US
dc.identifier.uri	http://jewlscholar.mtsu.edu/handle/mtsu/4496
dc.publisher	Middle Tennessee State University	en_US
dc.publisher	TAMS Journal
dc.subject	New teachers; Professional Learning Communities; collaboration	en_US
dc.title	New Teachers: Navigating the World of Professional Learning Communities	en_US
dc.type	Poster	en_US

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