Document Type

Conference Proceeding

Disciplines

Education

Abstract

Although many teachers state their willingness to participate in efforts to establish a Professional Learning Community (PLC) in their schools, the reality is often that a great deal of internal resistance disrupts the creation of a collaborative effort. While teachers may understand that working in isolation, rarely collaborating or conferring about their students and teaching practices, may fall short of optimizing students' learning, and while they may be interested in collaborating with colleagues, our research demonstrates that collaborative efforts meet with a variety of challenges throughout the process.

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