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Brodie, Karin – Professional Development in Education, 2021
This paper investigates how teachers' professional agency afforded and constrained their decisions to participate in or withdraw from professional learning communities (PLCs). While PLCs are often thought to position teachers as agents, explicit links between teacher agency and key features of PLCs have not been explored. Data from interviews with…
Descriptors: Professional Identity, Communities of Practice, Correlation, Trust (Psychology)
Brodie, Karin; Chimhande, Tinoda – International Journal of Education in Mathematics, Science and Technology, 2020
Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper investigates how different activities in teacher communities support different content and depth in teacher conversations, through examining the conversations of four professional learning…
Descriptors: Communities of Practice, Correlation, Faculty Development, Mathematics Teachers
Chauraya, Million; Brodie, Karin – African Journal of Research in Mathematics, Science and Technology Education, 2017
Professional learning communities as a form of teacher development have been in existence internationally for some time now and more recently in South Africa. Although strong claims have been made for their influence on teacher practices, very few research studies have investigated these claims. This paper presents a case study that connects…
Descriptors: Foreign Countries, Faculty Development, Communities of Practice, Mathematics Teachers