Exploring Transformative Learning Within a Community of Practice: A Case Study of Teacher Professional Development in Early Literacy

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dc.contributor.advisorRoessingh, Hetty
dc.contributor.authorMathezer Bence, Michelle
dc.contributor.committeememberGroen, Janet
dc.contributor.committeememberParsons, James
dc.date2018-02-20
dc.date.accessioned2018-01-23T16:56:48Z
dc.date.available2018-01-23T16:56:48Z
dc.date.issued2017-12-18
dc.description.abstractDespite the general acceptance of the Community of Practice model in the Alberta educational system, questions remain regarding the impact of this model. There is a need for research that provides insight into teacher professional development that transforms pedagogy and moves teachers from practice to praxis. This descriptive single case study explores how different critical factors helped to foster a transformative professional development experience among four elementary teachers. The data gathered through semi-structured interviews identified eleven key factors facilitating a transformative learning experience within a Community of Practice. These findings revealed two groups of key factors: 1) those fostering a supportive learning environment and 2) those acting as catalysts spurring teachers to examine and challenge the status quo of their practice. The findings support the critical action of embedding factors from both these groups into the design of teacher learning communities, maximizing teacher benefit from professional development.en_US
dc.identifier.citationBence, M. (2017). Exploring transformative learning within a community of practice: A case study of teacher professional development in early literacy (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5388
dc.identifier.urihttp://hdl.handle.net/1880/106307
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectTeacher Professional Developmenten_US
dc.subjectCommunity of Practiceen_US
dc.subjectTransformative Learningen_US
dc.subjectCase Studyen_US
dc.subject.classificationEducation--Elementaryen_US
dc.titleExploring Transformative Learning Within a Community of Practice: A Case Study of Teacher Professional Development in Early Literacyen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Arts (MA)en_US
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
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