In this study we review our own experience of coordinating learning in a professional community of student supervisors in the context of curricular change that took place in the elementary school program of our teacher education college. We present an analysis of four excerpts of conversations about change selected from a larger corpus of data, consisting of transcripts of the weekly department meetings that took place during an entire academic year in which the curricular change was implemented, representing four critical events that brought about the emergence of the interactive dynamic of this self-organizing community. We explain the catalytic power of these events through the theoretical framework of complexity theory. We show how complexity theory can be used for focusing on the dynamics of professional learning at work, as a process of influencing each other's learning and development, possibly leading to the reciprocal transformation of the members of the community.
Physicians tend to treat their own illnesses differently than the general population, sometimes continuing to come to work when ill. To assess whether family physicians continue to work when ill. A cross-sectional study with a convenience sample. A self-administered, anonymous questionnaire, that included socio-demographic data, questions relating to illness, and reasons for work absenteeism, was completed by family physicians in the Negev region of Israel. 107 physicians participated in the study including 46 women (43 %). The mean age was 45.1 ± 11.4. Forty physicians (37.4 %) said they come to work with an acute illness, 47 (43.9 %) answered that they do so some of the time, and 19 (17.8 %) said that they did not come to work ill. On a scale from 1 to 10 the mean score for the question as to whether physicians are liable to infect their patients was 7.4, with a higher score meaning more likely to infect. Older physicians were more likely to say that the decision to stay away from work was related to the lack of available physicians (P = 0.002), while board certified physicians were more likely than residents to stay away from work due to an acute illness (P = 0.023). Family physicians in the Negev sometimes work when they are ill. This finding has positive sides related to dedication to patients and the work place, but one cannot ignore the fact that patients may be infected by their physicians. Behavioral guidelines, including social, legal, and ethical aspects, should be formulated on this issue.
In this study we review our own experience of coordinating learning in a professional community of student supervisors in the context of curricular change that took place in the elementary school program of our teacher education college. We present an analysis of four excerpts of conversations about change selected from a larger corpus of data, consisting of transcripts of the weekly department meetings that took place during an entire academic year in which the curricular change was implemented, representing four critical events that brought about the emergence of the interactive dynamic of this self-organizing community. We explain the catalytic power of these events through the theoretical framework of complexity theory. We show how complexity theory can be used for focusing on the dynamics of professional learning at work, as a process of influencing each other's learning and development, possibly leading to the reciprocal transformation of the members of the community.
This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.
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