ITEM VIEW

The role of professional learning communities in facilitating teachers’ pedagogical adaptation and change

dc.contributor.authorFeldman, Jenniferen_ZA
dc.date.accessioned2019-02-15T06:27:18Z
dc.date.available2019-02-15T06:27:18Z
dc.date.issued2017
dc.identifier.citationFeldman, J. 2017. The role of professional learning communities in facilitating teachers’pedagogical adaptation and change. Journal of Education, 67:66-82en_ZA
dc.identifier.issn2520-9868 (online)
dc.identifier.issn0259-479X (print)
dc.identifier.urihttp://hdl.handle.net/10019.1/105419
dc.descriptionCITATION: Feldman, J. 2017. The role of professional learning communities in facilitating teachers’pedagogical adaptation and change. Journal of Education, 67:66-82.en_ZA
dc.descriptionThe original publication is available at https://journals.ukzn.ac.za/index.php/joe/en_ZA
dc.description.abstractThe role of professional learning communities in facilitating teachers’ pedagogical adaptation and change Jennifer Feldman (Received 9 March 2016; accepted 7 December 2016) Abstract This article draws on a two-year PLC process to explore the role of professional learning communities (PLCs) in facilitating teachers’ pedagogical adaptation and change. Situated within the context of the current South African Curriculum and Assessment Policy Statement (CAPS), which is described as tightly scripted and regulated, this article argues, drawing on Nancy Fraser’s conceptualisation of justice, that there is a need for teachers to dialogue about ways in which the pedagogical process can include ethical concerns of recognition of student cultural knowledge and a representation of diverse social-cultural groups in the process of knowledge redistribution, and suggests that PLCs hold the potential to mediate this process. Drawing on Bourdieu’s thinking tools, this article conceptualises teachers’ pedagogical adaptation and change via the PLC process, as a form of ‘habitus engagement’ that engages with the teachers’ firmly held pedagogical dispositions, their ‘pedagogical habitus’ which over time has acquired a depth of complexity that is difficult to shift.en_ZA
dc.description.urihttps://journals.ukzn.ac.za/index.php/joe/article/view/476
dc.format.extent18 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherUniversity of KwaZulu-Natalen_ZA
dc.subjectSocial adjustmenten_ZA
dc.subjectAdaptation level (Psychology)en_ZA
dc.subjectEducational change -- South Africaen_ZA
dc.subjectProfessional learning communitiesen_ZA
dc.subjectTeachers -- Developmenten_ZA
dc.titleThe role of professional learning communities in facilitating teachers’ pedagogical adaptation and changeen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthor retains copyrighten_ZA


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

ITEM VIEW