Embodying pedagogical habitus change : a narrative-based account of a teacher’s pedagogical change within a professional learning community

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dc.contributor.authorFeldman, Jenniferen_ZA
dc.contributor.authorFataar, Aslamen_ZA
dc.date.accessioned2019-02-14T13:52:50Z
dc.date.available2019-02-14T13:52:50Z
dc.date.issued2018
dc.descriptionCITATION: Feldman, J. & Fataar, A. 2018. Embodying pedagogical habitus change : a narrative-based account of a teacher’s pedagogical change within a professional learning community. Journal of Education, 70:74:88.en_ZA
dc.descriptionThe original publication is available at https://journals.ukzn.ac.za/index.php/joe/en_ZA
dc.description.abstractSituated in the context of teaching in South Africa, this article narrates the journey of pedagogical change and adaptation of one teacher who participated in a professional learning community (PLC). It discusses the durability and malleability of this teacher’s pedagogical disposition by arguing for a conceptualisation of teacher change that moves beyond a cognitivist approach, i.e. one that is driven primarily by knowledge acquisition, to one that engages the embodied practices of teachers in the light of the shifts and adaptations that they undergo when trying to establish augmented pedagogical approaches. Drawing on Bourdieu’s concepts of habitus, field, bodily hexis and doxa, this article argues that sustained pedagogical change involves an engagement with the teacher’s embodied pedagogical habitus which has formed over time given the educational spaces they have inhabited. The article is based on data collected over a two-year period from PLC transcripts, observational school visits and multiple in-depth interviews with the teacher. This article describes the constraints or ‘hardness’ of change as the teacher engages with his embodied pedagogical habitus which has developed over time. However, this article further argues that possibilities of embodied pedagogical adaptation and change exist in the reflexive, on-going dialogical space that a professional learning community offers.en_ZA
dc.description.urihttps://journals.ukzn.ac.za/index.php/joe/article/view/554
dc.description.versionPublisher's versionen_ZA
dc.format.extent16 pagesen_ZA
dc.identifier.citationFeldman, J. & Fataar, A. 2018. Embodying pedagogical habitus change : a narrative-based account of a teacher’s pedagogical change within a professional learning community. Journal of Education, 70:74:88en_ZA
dc.identifier.issn2520-9868 (online)
dc.identifier.issn0259-479X (print)
dc.identifier.urihttp://hdl.handle.net/10019.1/105416
dc.language.isoen_ZAen_ZA
dc.publisherUniversity of KwaZulu-Natalen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subjectEducational change -- South Africaen_ZA
dc.subjectBourdieu, Pierre -- 1930-2002 -- Theoriesen_ZA
dc.subjectSouth Africa -- Study and teaching -- 21st centuryen_ZA
dc.subjectProfessional learning communityen_ZA
dc.subjectEducational sociologyen_ZA
dc.titleEmbodying pedagogical habitus change : a narrative-based account of a teacher’s pedagogical change within a professional learning communityen_ZA
dc.typeArticleen_ZA
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