Uncovering missing links in collegial learning conversations
This article is the result of an international collaboration between two academics who work closely with local schools as critical friends, each in their own PLC setting. This exploratory study aims to apply an analytical model in order to illustrate possibilities and clarify silences or missing lin...
Full description
| Author: |
Anna Fletcher [VerfasserIn] Ann Christine Wennergren [VerfasserIn] |
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| Format: |
Electronic Article |
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| Language: |
Danish ; English ; Norwegisch (Bokmål) ; nno ; Swedish |
| Published: |
2021 |
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| Subjects: |
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| Containing Work: |
In: Forskning & Forandring - Cappelen Damm Akademisk NOASP, 2019, 4(2021), 1, Seite 41-58 |
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| Containing Work: |
volume:4 ; year:2021 ; number:1 ; pages:41-58 |
| Links: |
https://doi.org/10.23865/fof.v4.2147 [kostenfrei] https://doaj.org/article/519ea101cb5e4b838ef2d474a9ca5191 [kostenfrei] https://forskningogforandring.dk/index.php/fof/article/view/2147/5419 [kostenfrei] Journal toc [kostenfrei] |
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| DOI / URN: |
10.23865/fof.v4.2147 |
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| Catalog id: |
DOAJ06071557X |
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| 520 | |a This article is the result of an international collaboration between two academics who work closely with local schools as critical friends, each in their own PLC setting. This exploratory study aims to apply an analytical model in order to illustrate possibilities and clarify silences or missing links in collegial learning conversations. The analytical model is applied to analyse collegial learning conversations from two PLC settings, along with collegial conversations between the two researchers. The analysis was guided by three core considerations: What? Why? How? Two purposely selected transcripts of conversations with two separate PLCs, along with anecdotal notes from our conversations as research colleagues, provided the base for analysis. Findings generated by the application of the analytical model indicated that teachers’ PLC conversations were most explicit in relation to identifying what elements of practice to improve and how to improve teaching and learning, rather than articulating why change initiatives to develop professional knowledge were needed or on what basis they were chosen. In turn, this prompted the researchers to become more aware of ‘why’ considerations in their own work as researchers. | ||
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