Teachers' Pedagogical Reasoning in a Professional Learning Community

Persistent Link:
http://hdl.handle.net/10150/565914
Title:
Teachers' Pedagogical Reasoning in a Professional Learning Community
Author:
McClanahan, Debra Lee
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The 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.
Type:
text; Electronic Dissertation
Keywords:
Practicality; Professional Learning Community; Teaching & Teacher Education; Pedagogy
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching & Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Doyle, Walter

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleTeachers' Pedagogical Reasoning in a Professional Learning Communityen_US
dc.creatorMcClanahan, Debra Leeen
dc.contributor.authorMcClanahan, Debra Leeen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.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.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectPracticalityen
dc.subjectProfessional Learning Communityen
dc.subjectTeaching & Teacher Educationen
dc.subjectPedagogyen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineTeaching & Teacher Educationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorDoyle, Walteren
dc.contributor.committeememberDoyle, Walteren
dc.contributor.committeememberCarter, Katherine J.en
dc.contributor.committeememberEvans, Carol A.en
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