Overcoming Barriers to Teacher Learning: Effective Professional Learning Practices

Overcoming Barriers to Teacher Learning: Effective Professional Learning Practices

Copyright: © 2020 |Pages: 17
DOI: 10.4018/978-1-7998-4622-2.ch007

Abstract

This chapter reveals teacher learning that results from reflection. Effective reading strategies are discussed as they pertain to the lesson. Phase 4 of the action research study informs this chapter as it shares how teachers overcome barriers such as time, teacher empowerment constraints, and collaboration efforts. These areas are often overlooked when designing professional learning in schools. Solutions are also presented in the form of teacher narratives. This chapter will inform practitioners as they develop learning sessions for teachers.
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Phase Four Final Reflections: Moving To Increased Comfort Levels

Do not go where the path may lead. Go instead where there is no path and leave a trail.

-Ralph Waldo Emerson

Reflection is a large part of the success of Action Research and Japanese Lesson Study. Each teacher took the time to reflect in journals but also appreciated the time to openly reflect as a group. This continuous learning cycle resulted in increased comfort levels for the process of JLS as well as Common Core State Standards (CCSS), reading instructional methods, and engagement strategies. This section will inform practitioners as they develop their own professional development sessions.

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