Do Professional Learning Communities reify or interrupt the language of pedagogical practice?
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...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
University of Gdańsk
2017-03-01
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| Series: | Problemy Wczesnej Edukacji |
| Online Access: | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/637 |
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