Teacher study group: : a case study in an elementary school

Abstract

The purpose of this research was to examine the experiences of participants in a teacher study group at the elementary school over a two-year period. The practitioner-researcher, who was also the assistant principal of the school, was both participant and observer in the process. To study the impact of the study group on the participants' personal and professional growth, qualitative research methodology was used. Data sources included transcriptions from eight monthly transcriptions the first year and four quarterly ones from the second year, personal reflective journaling, freewrites, informal conversations, and personal interviews. Three major themes emerged from the data: the influence of the study group on teacher socialization and professional growth, the dilemmas of creating study groups within a school, and the impact of the study group on school change. While this research examined the positive effects of the teacher study group as an alternative form of professional development, it also raised many issues which warrant further exploration as other schools adapt this concept of professional development to their specific contexts. As an insider-outsider practitioner-research, this dissertation accomplished two things. First, it explored the kind of professional development which evolves from teacher-generated talk and personal stories. Second, it attempted a small change in a bureaucratic system with the sharing of power for planning staff development between administration and faculty. Hopefully, more research in this area will be conducted.