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Learning Communities in Educational Partnerships shows how theory and practice come into lived interplay in social spaces where theory informs practice and practice turns into theory. Drawing on their own experiences of becoming a learning community, the authors introduce the ideas underpinning self-study action research. Through a series of first-hand practitioner accounts, the chapters describe and explain how to engage in processes of inquiry and establish learning communities, how to make space for professional conversations and how to develop living theories from within daily practice.
The book shows how meaningful change can take place, both in educational improvements and also in more transformative professional learning, when educators are encouraged to draw on their own personal educational values and share their idea
Máirín Glenn works in Co. Mayo, Ireland as a primary teacher where she is a teaching principal. She holds a BEd from St. Patrick's College, Drumcondra, Ireland. She completed her MEd (ICT in the Primary Curriculum) with Mary Immaculate College, Ireland in 2001 and was awarded a PhD from the University of Limerick, Ireland in 2006. She also works as a tutor on postgraduate programs with St. Angela's College, Sligo, Ireland, St. Patrick's College, Dublin, Ireland and Hibernia College, Ireland. In recent years, she has been involved in promoting action research as a research methodology and is particularly interested in the use of technology as a means of developing a more holistic approach to teaching and learning.
Foreword, Etienne Wenger-Trayner Acknowledgements Glossary Introduction 1. A Professional Partnership, Máirín Glenn 2. Action Research as the Glue in Professional Learning Partnerships, Máirín Glenn 3. Learning Communities as Sites of Transformation, Bernie Sullivan 4. A Theoretical Explanation of the Practical Significance of Learning Communities, Bernie Sullivan 5. Professional Conversations as Integral to Self-Study Action Research for CPD, Mary Roche 6. Initial Teacher Education and School/College Partnerships: The Potential role of Self-Study Action Research, Mary Roche 7. Tapping into Experiential Knowledge in Whole-School Communities, Caitriona McDonagh 8. What's in This For Me? - From the Perspective of Participating Teachers, Teacher Educators and Leaders, Caitriona McDonagh Conclusion Bibliography Index
