Re-visioning staff development for K--6 French immersion teachers
Subtitle: a case study of a professional learning community.
Published: 2004
Language: eng
Number of pages: 141
Subjects: French language -- Study and teaching -- Ontario -- Immersion method; French teachers -- In-service training -- Ontario -- Case studies.; Elementary school teachers -- In-service training -- Ontario -- Case studies.
Genres: Case studies.
Description: The present case study examines the inception, development and achievements of a professional learning community (PLC) comprised of French immersion teachers working in three schools, located in a large urban school board in Ontario. Professional learning communities represent a new wave of staff development, founded upon the principle that professional development is most effective when it is school-based, sustained and collaborative rather that centralized, ad hoc and didactic. The PLC presented in this study, was established in 2000, and is among the first of its kind within the school district.The fact that the school board has pioneered this staff development model with French immersion teachers is of particular interest, given the well-documented history of inadequacy of pre-service and in-service preparation opportunities for immersion teachers. In the final chapter, the information acquired through this investigation has been applied to present a plan for future creation of similar learning communities.
Notes: Adviser:  Antoinette Gagne.

Thesis (M.A.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 43-03, page: 0675.

MICR copy on microfiche (2 microfiches).