Název: Shifts in teacher talk in a participatory action research professional learning community
Zdrojový dokument: Studia paedagogica. 2017, roč. 22, č. 4, s. [31]-53
Rozsah
[31]-53
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2017-4-3
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137668
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Most teachers take part in professional development of some kind at some point in their careers. However, many teachers report that professional development neither supports their practice nor improves results. Thus, more work needs to be done on how professional development can meet those needs and what helps to support effective professional learning. A key factor in teacher professional learning is talk. In this study, a group of educators created a professional learning community using concepts from participatory action research to support their interactions and focus their work on achieving their goals. The purpose of this learning community was to discuss and improve writing instruction practices. This study focused on the language used by teachers and the ways in which that language changed over the course of time. The use of case study methods provided a vehicle to tell the story of this learning community through the teacher talk that took place. Findings indicated that teacher talk changed in this learning community in positive ways as a result of the collaboration and orientations of the teachers involved.
Reference
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[27]
[2] Bolam, R., McMahon, A., Stoll, L., Thomas, S., & Wallace, M. (2005). Creating and sustaining professional learning communities (Research report number 637) . London: General Teaching Council for England, Department for Education and Skills.
[3] Chevalier, J. M., & Buckles, D. J. (2013). Participatory action research: Theory and methods for engaged inquiry. London: Routledge.
[4] Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage.
[5] Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Dallas: National Staff Development Council.
[6] Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualization and measures. Educational Researcher, 38(3), 181–199. | DOI 10.3102/0013189X08331140
[7] Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68–71. | DOI 10.1177/003172171109200616
[8] DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.
[9] Fairbanks, C., & Lagrone, D. (2006). Learning together: Constructing knowledge in a teacher research group. Teacher Education Quarterly, 33(3), 7–25.
[10] Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. | DOI 10.1177/1077800405284363
[11] Freire, P., & Macedo, D. (1987). Reading the word and the world. Westport: Bergin & Garvey.
[12] Gee, J. P. (2014). How to do discourse analysis: A toolkit. New York: Routledge.
[13] Krashen, S. (2013). Second language acquisition. New York: Cambridge.
[14] Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
[15] Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Thousand Oaks: Sage.
[16] McIntyre, A. (2008). Participatory action research. Thousand Oaks: Sage.
[17] McTaggart, R. (1997). 16 tenets of participatory action research. In Y. Wadsworth, Everyday Evaluation on the Run (pp. 79–80). Victoria: Allen and Unwin.
[18] Mercer, N. (2000). Words and minds. New York: Routledge.
[19] Newmann, F. M. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
[20] Razfar, A. (2012). Narrating beliefs: A language ideologies approach to teacher beliefs. Anthropology & Education, 43(1), 61–81. | DOI 10.1111/j.1548-1492.2011.01157.x
[21] Stake, R. (1995). The art of case study research. Thousand Oaks: Sage.
[22] Thomas, G. (2010). Doing case study: Abduction not induction; phronesis not theory. Qualitative Inquiry, 16(7), 575–582. | DOI 10.1177/1077800410372601
[23] Timperley, H. (2008). Teacher professional learning and development. Belley: International Academy of Education.
[24] Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. | DOI 10.1016/j.tate.2007.01.004
[25] Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29. | DOI 10.1002/berj.3025
[26] Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.
[27]