Do Professional Learning Communities reify or interrupt the language of pedagogical practice?
Do Professional Learning Communities reify or interrupt the language of pedagogical practice?
Author(s): Carey PhilpottSubject(s): School education, Educational Psychology, Sociology of Education
Published by: Polskie Towarzystwo Pedagogiczne
Keywords: Professional Learning Communities; reification; discourse; teacher community
Summary/Abstract: In Professional Learning Communities (PLCs) teachers discuss observed classroom practice with the intention of improving it. The research reported in this paper considers how these discussions either reify or interrupt (Little 2003) teachers’ language of practice. Reification will tend to constrain learning within existing ways of linguistically construing sense. Disruption might establish a new discourse for practice that will enable learning. The data is transcriptions of PLCs from two schools in Scotland.
Journal: Problemy Wczesnej Edukacji
- Issue Year: XIII/2017
- Issue No: 2 (37)
- Page Range: 7-18
- Page Count: 12
- Language: English