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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| Format: | Article |
| Language: | English |
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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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| _version_ | 1823858382439710720 |
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| author | Carey Philpott |
| author_facet | Carey Philpott |
| author_sort | Carey Philpott |
| collection | DOAJ |
| description | 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.
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| format | Article |
| id | doaj-art-017c4934354c4f49b5c11da941a5a920 |
| institution | Kabale University |
| issn | 1734-1582 2451-2230 |
| language | English |
| publishDate | 2017-03-01 |
| publisher | University of Gdańsk |
| record_format | Article |
| series | Problemy Wczesnej Edukacji |
| spelling | doaj-art-017c4934354c4f49b5c11da941a5a9202025-02-11T11:23:06ZengUniversity of GdańskProblemy Wczesnej Edukacji1734-15822451-22302017-03-0137210.5604/01.3001.0010.5583Do Professional Learning Communities reify or interrupt the language of pedagogical practice?Carey PhilpottIn 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. https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/637 |
| spellingShingle | Carey Philpott Do Professional Learning Communities reify or interrupt the language of pedagogical practice? Problemy Wczesnej Edukacji |
| title | Do Professional Learning Communities reify or interrupt the language of pedagogical practice? |
| title_full | Do Professional Learning Communities reify or interrupt the language of pedagogical practice? |
| title_fullStr | Do Professional Learning Communities reify or interrupt the language of pedagogical practice? |
| title_full_unstemmed | Do Professional Learning Communities reify or interrupt the language of pedagogical practice? |
| title_short | Do Professional Learning Communities reify or interrupt the language of pedagogical practice? |
| title_sort | do professional learning communities reify or interrupt the language of pedagogical practice |
| url | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/637 |
| work_keys_str_mv | AT careyphilpott doprofessionallearningcommunitiesreifyorinterruptthelanguageofpedagogicalpractice |