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dc.contributor.authorBezzina, Christopher
dc.identifier.citationBezzina, C. (2006). "The Road Less Traveled": professional communities in secondary schools. Theory Into Practice, 45(2), 159-167.en_GB
dc.description.abstractDuring the last 4 decades, numerous reform efforts have been proposed to improve schools. Two reforms, decentralization and teacher collaboration, seemed to coalesce by the 1990s to pave the way toward a new understanding of leading and learning in schools. In retrospect, the decentralization movement and the literature on teacher collaboration appear to have been significant precursors to an emerging concept called professional community. This article explores key aspects of professional community, discusses potential benefits, and examines difficulties that principals and teachers may face as they try to shift from familiar norms and relationships to the establishment of professional communities in schools. The shift may require principals and teachers to confront longstanding traditions and may involve profound changes in attitudes and practices. The article draws on the literature, as well as illustrations from an empirical study in Maltese secondary schools, to suggest several ways in which the principal and other school members might facilitate the establishment of professional learning communities.en_GB
dc.subjectEducation, Secondary -- Maltaen_GB
dc.subjectTeachers -- Maltaen_GB
dc.title"The Road Less Traveled" : professional communities in secondary schoolsen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holderen_GB
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