A situated account of teacher agency and learning: Critical reflections on Professional Learning Communities

  • Augusto Riveros University of Alberta
  • Paul Newton University of Alberta
  • David Burgess University of saskatchewan

Abstract

We propose a practice-based focus for professional learning communities in schools. We start with a brief historical review of the approaches that have deemed peer collaboration as crucial for school improvement and explore how teachers’ practices have been characterised in past reform initiatives. Second, we highlight the importance of teacher agency within professional learning communities. Third, we point out how a theory of situated cognition provides a robust epistemological framework for professional learning communities. Finally, we argue that a situated account of teachers’ agency and professional learning will improve our understanding of peer collaboration initiatives and educational reform in general.

Keywords: Professional learning communities, teacher learning, situated learning, teacher agency, peer collaboration, educational reform

Author Biographies

Augusto Riveros, University of Alberta

PhD Student

Department of Educational Policy Studies

University of Alberta

Paul Newton, University of Alberta

Assistant Professor

Department of Educatonal Policy Studies

University of Alberta

David Burgess, University of saskatchewan

Assistant Professor

Department of Educational Administration
University of Saskatchewan

Published
2012-04-06
How to Cite
Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and learning: Critical reflections on Professional Learning Communities. Canadian Journal of Education/Revue Canadienne De l’éducation, 35(1), 202-216. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/837
Section
Articles