Catholic School Faculty as an Adult Learning Community: A Model for Children

Authors

Catherine Eggleston Hackney

Abstract

Educational leaders have historically expressed belief in the importance of teacher development. They have, however, largely failed to view professional development activity as a process that lies at the very heart of efforts to create a community of learners. This article reviews the author’s experiences with a Catholic elementary school faculty as that faculty journeyed toward becoming a learning community characterized by sustained inquiry, collective problem solving, and shared decision making. Implications for practice are considered.

DOI

10.15365/joce.0104042013

First Page

388

Last Page

399

Creative Commons License

This work is licensed under a Creative Commons Attribution 3.0 License.

Recommended Citation

Hackney, C. E. (1998). Catholic School Faculty as an Adult Learning Community: A Model for Children. Journal of Catholic Education. https://doi.org/10.15365/joce.0104042013