Making room for collaboration and teacher research in professional learning communities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Amy Vetter, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Over five months, six middle school teachers gathered together every other week to participate in a “teacher research” professional learning community (TR PLC). As the facilitators of the TR PLC, we witnessed how this group of teachers, over time, began to see themselves and their teaching differently as a result of engaging socially with each other and conducting teacher research. One participant, Ben (all names are pseudonyms), an English Language Arts teacher, shared in an interview that for the first time, he felt there was “room” for him to collaborate with his colleagues as an equal since they were all learning about teacher research together. For him, the TR PLC created a social space where the distinctions between novice and veteran teachers were lessened.

Additional Information

The Reader 43(1). Retrieved from
Language: English
Date: 2018
professional learning community, teacher research, middle school teachers, professional development

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