Reproduction to Transformation: Disrupting Teacher Habitus through Pedagogic Work

Autor/in	McPherson, Heather
Titel	Reproduction to Transformation: Disrupting Teacher Habitus through Pedagogic Work
Quelle	In: British Journal of Sociology of Education, 44 (2023) 2, S.355-373 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McPherson, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2161473
Schlagwörter	Inservice Teacher Education; Faculty Development; Science Education; Science Teachers; Foreign Countries; Ethnography; Educational Change; Teaching Methods; Science Instruction; Instructional Improvement; Inquiry; Classroom Techniques; Canada + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Ethnografie; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsqualität; Klassenführung; Kanada
Abstract	Addressing in-service teacher professional development is a significant issue for educational stakeholders as reform movements mobilize to replace teacher-led instruction with student-centred pedagogies. Teachers need access to high-quality professional development to mitigate implementation problems associated with reform practices. Drawing on critical ethnography, I followed the year-long professional journey of six in-service science teachers in Quebec, Canada. Video-recorded professional development meetings and semi-structured interviews captured how teachers worked to enact sophisticated inquiry-based teaching practices. I have used a Bourdieusian lens to examine teachers' shifting habitus as they professionally develop in collaborative professional development. Findings suggested that the field of educational reform is transformative when teachers engage with a professional learning model emphasizing critical reflection and collaborative discourse. Using Bourdieu's concept of habitus and field, findings illustrate the benefits of pedagogic work on teachers' repertoires of practice to understand the generative potential of professional development to transform teachers' instructional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01