Disagreements within a PLC can catalyze teacher learning rather than impede it¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One participant believed that disagreements enriched learning because they caused the conversation and prompted reflection on classroom strategies. → Prytula 2012

Evidence¶

Prytula 2012¶

Prytula, M. P. (2012). Teacher Metacognition within the Professional Learning Community. International Education Studies. https://doi.org/10.5539/ies.v5n4p112

q2 · i? · qualitative · r3

Interview data from Tracey, a middle-years PLC leader, who unlike Jacki believed disagreements catalyzed learning rather than warranting adjournment to minimize conflict. This is a single-participant interpretive account, not a tested comparison.

"We need to have disagreements because it causes the conversation. And it makes you think about what you're doing in the classroom and what strategies you're using and how you’re teaching the strategies."

Discussion¶

Related Claims¶

• Productive collaboration norms in mathematics PLC fall into three categories, with trust norms acting as prerequisites for critical inquiry, and develop over time — related
• The professional learning community is an environment in which teacher metacognition can be nurtured — related
• Teacher metacognition in PLCs appears at both a lower level (reflecting on what one does) and a higher level (reflecting on how one reflects) — related
• PLC leaders' recognition of their own metacognition impacted the type of work they led in the PLC — related