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A Professional Learning Community of Teachers and Students
Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).ORCID iD: 0000-0002-2953-8686
University of Gothenburg, Gothenburg, Sweden.
2015 (English)In: Abstract book, 2015, 199-199 p.Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Topic, aim and framework

A professional learning community (PLC) is characterised by teachers sharing and critically reviewing their practices in an on-going collaborative, inclusive and learning-orientated way. Students represent the majority of a school organisation although they are rarely considered as participants in the PLC. The aim of our study was to explore an extended version of a PLC with a focus on participation of teachers and students working together in the classroom. The social theory of Wenger was used as a framework of the study. We have also made an explicit connection between PLC and the classroom as a community of practice (CoP). According to Wenger learning occurs as a function of legitimate participation in the negotiation of the work.

Methodology/research design

The qualitative design was based on interviews with eleven teachers at a compulsory school working within a school wide project of professional learning. Teachers selected for the interviews had earlier in the project showed a close collaboration with students during their improvement work in the classroom. Three themes constituting the legitimate participation in the negotiation were used as an analytical tool: shared repertoire, mutual engagement and joint enterprise.

Findings

A shared repertoire was in the interviews expressed in terms of how teachers introduced and developed different tools for learning. The use of temporary and permanent tools seemed to change customary teaching into positive learning experiences. A mutual engagement was expressed in terms of how to establish relations and an atmosphere as well as respect for learning among students. A joint enterprise was expressed in terms of how students’ associations and experiences were used to illuminate the content knowledge in planning for learning. Collaboration between teacher and students were initially dependent on the teacher inviting the students to participate. However, gradually transferring invitations into negotiations shaped a community of teachers together with students.

Conclusion

We conclude that the CoP is a useful theory for describing and explaining the level of participation and engagement in a PLC for teachers together with students. Enterprise, engagement and repertoire have been essential components when planning and organising teaching, but to encourage democracy and participation those components need to be combined qualities of togetherness – joint, mutual and shared.

Place, publisher, year, edition, pages
2015. 199-199 p.
Keyword [en]
Community of practice, professional learning community, student participation, collaborative learning
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hh:diva-31658OAI: oai:DiVA.org:hh-31658DiVA: diva2:949324
Conference
NERA 2015 - the 43rd Annual Congress of the Nordic Educational Research Association, Gothenburg, Sweden, 4-6 March, 2015
Funder
Swedish Research Council, 2012-5953
Available from: 2016-07-18 Created: 2016-07-18 Last updated: 2016-07-22Bibliographically approved

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Wennergren, Ann-Christine

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf