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Short Author Bio(s)

Dr. Julie Moore is an Associate Professor in the Instructional Technology Department at Kennesaw State University. She also serves as the Distance Learning Coordinator for the Bagwell College of Education. In that role, she assists faculty and departments in moving into online learning, provides faculty development courses and consultation. Dr. Moore earned her Ph.D. in Instructional Systems Technology from Indiana University.

Dr. Joya Carter-Hicks is an Associate Professor in Special Education, in the Department of Inclusive Education at Kennesaw State University. She has extensive experience in preparing pre-service and in-service teachers in providing fully-inclusive evidenced-based practices for working with children and their families. Dr. Hicks completed her Ph.D. in Special Education from Syracuse University and post-doctoral fellowship from Teachers College.

Abstract

This article focuses on the complex process of facilitating a Critical Friends Group as a form of a professional learning community by teacher education faculty. During a three-year initiative, seven faculty members created a forum for collegial conversations regarding pedagogical dilemmas in efforts of improving teaching practice and student achievement. Critical Friends Groups use protocol guides to actively engage its members in learning, thinking, reading and discussing dilemmas from interdisciplinary perspectives. This article reviews the literature of Critical Friends Groups, the work of this particular Critical Friends Group and concludes by providing a rationale for sustainability of Critical Friends Groups in Institutions of Higher Education.

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