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

Jennifer Feldman

Abstract


The 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.

Keywords


Professional Learning Communities; dialogue; pedagogical habitus

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Copyright (c) 2017 Jennifer Feldman

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Journal of Education