New Teachers: Navigating the World of Professional Learning Communities
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Middle Tennessee State University
TAMS Journal
TAMS Journal
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