Teacher resistance as an exercise of teacher agency is a fundamental challenge to current PLC formulations¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Current PLC models treat change as modifying teachers' attitudes toward legislated goals, and recognizing resistance as agency would require revising their assumptions about conflict. → Riveros 2012

Evidence¶

Riveros 2012¶

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, 35(1). https://journals.sfu.ca/cje/index.php/cje

q1 · i? · theoretical · r2

Theoretical argument drawing on Tarnoczi (2006), Ball (1987) and Achistein (2002): the change sought is "the transformation of the teachers’ attitudes towards reform, instead of a transformation of the current educational practices," and conflict is denied.

"Teacher resistance as an exercise of teacher agency is a fundamental challenge to current formulations of professional learning communities and would represent a significant addition to our understandings of teacher practice within professional learning communities."

Discussion¶

Related Claims¶

• Reported PLC outcomes frequently do not correspond with the stated object; complete object–outcome correspondence appeared in only three studies — the general claim this finding bears on, with the studies behind it
• Current PLC formulations trivialize teacher practice, which the authors argue severely limits the model's usefulness — related
• Productive collaboration norms in mathematics PLC fall into three categories, with trust norms acting as prerequisites for critical inquiry, and develop over time — related
• Participation in STEM PLCs positively impacts teachers' understanding of or preparedness to teach content and attitudes toward teaching methods — related