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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