You are on page 1of 1

References

Burbank, M. D. & Kauchak, D. (2010). Book clubs as professional development opportunities for

preservice teacher candidates and practicing teachers: An exploratory study. The New

Educator, 6, 56-73.

Coria-Navi, A. & Moncrieff, S. (2018). Assessing the impact of a faculty book club on self-

reflection and teaching practice. Transformative Dialogues: Teaching & Learning

Journal, 11(2), 1-10. 

Gardiner, V. & Cumming-Potvin, W. (2015). Conceptual and contextual contradictions: How a

group of primary school teachers negotiated professional learning in a multiliteracies

book club. Australian Journal of Teacher Education, 40(7), 15-31. 

Jeffs, C. (2016). Reflections on the chapters of a book club: Implications for a community of

practice. Transformative Dialogues: Teaching & Learning Journal, 9(1), 1-6.

Levine, L., Fallahi, C., Nicoll-Senft, J., Tessier, J., & Watson, C. (2007). Teaching ourselves: A

model to improve, assess and spread the word. International Journal for the Scholarship

of Teaching and Learning, 1(2), Article 24.

Porath, S. L. (2018). A powerful influence: An online book club for educators. Journal of Digital

Learning in Teacher Education, 34(2), 115-128.

Roth, S. M. (2014). Improving teaching effectiveness and student learning through the use of

faculty learning communities. Kinesiology Review, 3, 209-216.

Wenger-Trayner, E. & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction.

Retrieved from: https://wenger-trayner.com/introduction-to-communities-of-practice/

Zagar, M., Sampognaro, L., Robertson, C. & Craft, G. (2019). A description and opinions of a

longitudinal book club for comprehensive pharmacy faculty development. Currents in

Pharmacy Teaching and Learning, 11, 909-914.

You might also like