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Critical Friends Groups at Lower Canada College: The Impact of Collaborative Communities on Teachers' Professional Growth and Classroom Practices
| Type of resource | |
|---|---|
| Author/collaborator |
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| Title |
Critical Friends Groups at Lower Canada College: The Impact of Collaborative Communities on Teachers' Professional Growth and Classroom Practices
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| Abstract |
A qualitative inquiry into Critical Friends Groups (CFGs) at Lower Canada College, a coeducational, bilingual, K-12, private day school in Montreal. The author examines the recursive cycle of professional growth and transformation within the theoretical frameworks of reflective practice, dialogic imagination, social constructivist learning and critical theory. He conceptualizes teachers' professional growth as the transformation of professional practices through the deepening knowledge and expertise that arises out of collaborative inquiry and collegial dialogue. The major assumption supported by the author's study is that teachers learn from one another through engaging in ongoing and site-based critical dialogue focussed on classroom practices.
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| Type |
Master's Thesis
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| University |
McGill University
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| Place |
Montreal
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| Date |
2004
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| # of Pages |
130p.
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| Language |
en
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| URL | |
| Citation |
Moore, J. Brian. “Critical Friends Groups at Lower Canada College: The Impact of Collaborative Communities on Teachers’ Professional Growth and Classroom Practices.” Master’s Thesis, McGill University, 2004. http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QMM/TC-QMM-81506.pdf.
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