This paper offers an example of "how one particular teacher-learning network—the Aboriginal Enhancement Schools Network (AESN) in British Columbia, Canada, offers a powerful example of how teacher learning networks can enable deep and transformational change among participating teachers and leaders." It merges the concept of the community of practice with the need for non-hierarchal and inclusive leadership. From Sachs: "The activist teacher professional creates new spaces for action and debate, and in so doing improves the learning opportunities for all of those who are recipients or providers of education"
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