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New Teachers: Navigating the World of Professional Learning Communities

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dc.contributor.author Elizabeth Vest 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.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4496
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.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
dc.contributor.department Education en_US


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