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Pedagogical habitus engagement : teacher learning and adaptation in a professional learning community

dc.contributor.authorFeldman, Jenniferen_ZA
dc.date.accessioned2017-08-08T12:12:50Z
dc.date.available2017-08-08T12:12:50Z
dc.date.issued2016
dc.identifier.citationFeldman, J. 2016. Pedagogical habitus engagement : teacher learning and adaptation in a professional learning community. Educational Research for Social Change, 5(2):65-80en_ZA
dc.identifier.issn2221-4070 (online)
dc.identifier.urihttp://hdl.handle.net/10019.1/102074
dc.descriptionCITATION: Feldman, J. 2016. Pedagogical habitus engagement : teacher learning and adaptation in a professional learning community. Educational Research for Social Change, 5(2):65-80.en_ZA
dc.descriptionThe original publication is available at http://ersc.nmmu.ac.zaen_ZA
dc.description.abstractSituated within the context of teaching in post apartheid South Africa, this article discusses the establishment and functioning of a professional learning community (PLC) that was constituted to generate pedagogical learning and adaptation among practicing teachers in consonance with a socially just teaching orientation. Drawing on the thinking tools of Bourdieu, the article offers a view of PLCs as a form of “habitus engagement” that engages with teachers’ firmly established pedagogical identities, their “pedagogical habitus,” to effect adaptation and change in their classroom pedagogy. The exemplifying basis of this article is empirical data drawn from a 2-year PLC process where teachers from different school contexts collaborated to find ways to conceptually and pragmatically shift and change their pedagogy. The article highlights both the limits and possibilities of teachers’ pedagogical change and concludes by arguing that the ongoing, reflexive, and dialogical PLC process, as a form of habitus engagement, holds the potential to challenge, adapt, and shift teachers’ pedagogical habitus to conceptually and pragmatically include a more socially just teaching orientation in their classroom pedagogy.en_ZA
dc.description.urihttp://ersc.nmmu.ac.za/view_edition.php?v=5&n=2#
dc.format.extent16 pages
dc.language.isoen_ZAen_ZA
dc.publisherNelson Mandela Metropolitan Universityen_ZA
dc.publisherPublisher's versionen_ZA
dc.subjectProfessional learning community (PLS)en_ZA
dc.subjectBourdieu, Pierre -- 1930-2002 -- Theoriesen_ZA
dc.subjectTeaching -- 21st century -- South Africaen_ZA
dc.subjectHabitus (Sociology) -- Teachingen_ZA
dc.titlePedagogical habitus engagement : teacher learning and adaptation in a professional learning communityen_ZA
dc.typeArticleen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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