Teacher Reflection, Agency, Adult Learning, and Equity Consciousness in a Professional Learning Community

Autor/in	Latta, April
Titel	Teacher Reflection, Agency, Adult Learning, and Equity Consciousness in a Professional Learning Community
Quelle	(2023), (193 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Stanislaus
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9511-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Professional Autonomy; Adult Learning; Equal Education; Communities of Practice; Cooperation; Reflection; Educational Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Berufsfreiheit; Adulte education; Adult training; Erwachsenenbildung; Community; Co-operation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Utilizing a qualitative single case study approach, this study was designed to examine how teachers in an elementary school that engages in professional learning communities describe the role of reflection in their own professional learning and practice. Relying on two semi-structured interviews, this study examines teachers' perceptions concerning the influence PLCs have on the development of their reflective practices and what behaviors and processes they perceive as most effective in promoting student learning. Data analysis revealed three primary themes. First, teachers were able to develop agency in a collaborative, adult learning environment that promotes reflective practices. The second theme describes the self-authorship and agency that teachers in a community of learners develop through reflective behaviors and practices. The final theme highlights how equity-focused teaching and learning is developed and supported through school structures. These themes provide insight into how teachers who participate in a professional learning community reflect on their practice to develop agency, self-authorship, and equity conscious teaching practices. The results of this study provide added insights for leaders seeking to create an organizational culture that fosters teacher reflection within an effective and student-centered PLC model. [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