Transformation of schools to professional learning communities (Theory and Research in Educational Sciences II)
Yazarlar (2)
Doç. Dr. Serpil RECEPOĞLU Kastamonu Üniversitesi, Türkiye
Prof. Dr. Ergün RECEPOĞLU Kastamonu Üniversitesi, Türkiye
| Bölüm Adı | Transformation of schools to professional learning communities | ||
| Kitap Adı | Theory and Research in Educational Sciences II | ||
| Bölüm Sayfaları | - | ||
| Kitap Türü |
Kitap Bölümü
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| Kitap Alt Türü | Alanında uluslararası yayınlanan kitap bölümü | ||
| Kitap Niteliği | Diğer uluslararası bilimsel kitap | ||
| Kitap Dili | İngilizce | Basım Tarihi | 01-2020 |
| DOI Numarası | – | ISBN | 978-625-7319-04-1 |
| Basıldığı Ülke | Basıldığı Şehir | ||
| UAK Araştırma Alanları |
Sosyal Bilgiler Eğitimi
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| Özet |
| Technological and scientific progress leads to transformations in organizations’ constructions and in employee’s roles and duties. The urgency of transformation of our schools to professional learning communities is inevitable and irreversible in this fast changing and developing course to get at advanced civilization level. Social and political developments, technological improvements, steady and fast changes in environment and developing chances of reach to information force educational societies to change and development such as other communities. In every part of the society, parallel with the changes in every organization, schools have been naturally affected by the information age and have felt the need to continually shape their studies towards the future.Building learning communities calls for a shift from the paradigm of schools as bureaucracies to a vision of schools as communities. Teachers in learning community schools do business and study in teams where, collaboratively, through sustained reflection and inquiry, they learn by sharing professional practices. Seeing that educators collaboratively engage in conversation and deliberate about teaching and learning, they gain new knowledge and discover original ways to resolve instructional issues. In the process they develop a shared vision and strengthen their ability to achieve the vision that they want for their schools. |
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