Teacher Dialogue within Professional Learning Communities: A Conversation with a Center or Sides?

Autor/in	Espinola, Maggie
Titel	Teacher Dialogue within Professional Learning Communities: A Conversation with a Center or Sides?
Quelle	(2023), (107 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Massachusetts Lowell
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9521-0
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; High School Teachers; Interpersonal Communication; Faculty Development; Dialogs (Language); Instructional Improvement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Unterrichtsqualität
Abstract	Previous scholarship finds that effective Professional Learning Communities (PLCs) have increased student achievement and advanced teacher pedagogy. As a result, PLCs have become increasingly prevalent in school reform efforts to remediate professional development. Dialogue is considered an essential component of effective PLC practice needed to transform the process of teacher learning and improve instruction. Despite this knowledge, scholars have noted the challenges PLCs face when attempting to engage in productive dialogue intended to impact their professional practice. To better understand this process, this study draws upon Adam Lefstein's (2020) framework of pedagogically productive dialogue to categorize factors that inhibit or support authentic discourse. Through 15 semi-structured teacher interviews and seven observations of PLC meetings at three high schools in Massachusetts, results indicate several components that increase meaningful dialogue in PLCs. Findings suggest that the degree of teacher pedagogical dialogue improved when a) specific tools structured conversation, b) discourse was intentionally connected to classroom practice, c) trained facilitators led meetings, d) scheduled PLC time claimed priority over other initiatives, and e) school leadership was engaged in the instructional development of their staff. This study concludes with recommendations for PLCs aiming to increase their instructional focus in teacher teams through dialogue. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01