A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning CommunitiesReport as inadecuate




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Canadian Journal of Education, v35 n1 p202-216 2012

We propose a practice-based focus for professional learning communities in schools. We start with a brief historical review of the approaches that have deemed peer collaboration as crucial for school improvement and explore how teachers' practices have been characterised in past reform initiatives. Second, we highlight the importance of teacher agency within professional learning communities. Third, we point out how a theory of situated cognition provides a robust epistemological framework for professional learning communities. Finally, we argue that a situated account of teachers' agency and professional learning will improve our understanding of peer collaboration initiatives and educational reform in general.

Descriptors: Teacher Collaboration, Communities of Practice, Educational History, Teacher Empowerment, Educational Change, Educational Environment

Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee[at]csse.ca; Web site: http://www.csse.ca/CJE/General.htm





Author: Riveros, Augusto; Newton, Paul; Burgess, David

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=235&id=EJ968812







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