Teachers' Pedagogical Reasoning in a Professional Learning Community
AuthorMcClanahan, Debra Lee
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PublisherThe University of Arizona.
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AbstractThe purpose of this qualitative study was to understand how teachers discuss pedagogy and learning in the context of a professional learning community in an elementary school. This understanding has the potential to assist principals and teachers to establish professional learning communities that use their time productively. Study participants belonged to a fifth grade professional learning community. Data sources included video and audio recordings, transcripts, field notes, interviews and artifacts. The data were examined for Episodes of Pedagogical Reasoning (Horn, 2005) which was the unit of analysis for the study. Episodes of Pedagogical Reasoning are units of teacher-to-teacher talk where teachers show their comprehension of a concern in their practice. One finding from the data analysis indicated that although the professional learning community in the study did not follow the "ideal" PLC model, the teachers used the time they were given to accomplish what they needed to do in the course of implementing the Common Core Standards. Another finding was the teachers use of practical talk (Doyle & Ponder, 1978) in determining how best to implement the Common Core Standards. Their practical talk focused on instrumentality and congruence. Instrumentality is defined as a change proposal that must describe a method in a way that depicts classroom contingencies. If the procedure fits the way a teacher normally conducts classroom activities, then it is congruent.
Degree ProgramGraduate College
Teaching & Teacher Education