Abstract

This is a narrative inquiry study that describes the experiences of five junior high school teachers who participated in an interdisciplinary, voluntary professional learning community (PLC). Using identity as an analytic lens for the participants' experiences, and content-area literacy as the context for the PLC, the study describes how teachers involved in a PLC focused on inquiry and teacher learning storied their own experiences in the PLC. The participants' experiences highlighted three main themes which were (1) experiences with past ineffective professional development, (2) inadequacy, and (3) changes in thinking. The study highlights how these themes demonstrate the development of the participants' professional and group identities in their school setting. This study also includes a literature review and expanded methods section in the appendices.Keywords:

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2012-07-11

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd5511

Keywords

professional learning community, interdisciplinary, voluntary, ineffective professional development, inadequacy, identity

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