The Role of Documentation in a Preschool Professional Learning Community
Document Type
Conference Proceeding
Publication Date
4-10-2016
Abstract
Considerable attention has been given to the notion of the professional learning community (PLC) as a desirable organization for teacher learning, but more needs to be understood about the qualities of PLCs that constitute a resource for teacher learning. The purpose of this case study is to describe the ways in which documentation played a role in teacher learning in a preschool PLC. There were three data sources: audio-recordings of PLC sessions, interviews with participating teachers, and the classroom documentation teachers shared during the sessions. Two central themes are discussed: a) re-thinking developmental discourses and, b) transforming notions of “good” teaching. We argue that documentation provided avenues for teachers to move beyond superficial interpretations of and responses to classroom experiences.
Citation / Publisher Attribution
Presented at the American Educational Research Association Annual Meeting on April 10, 2016 in Washington D. C.
Scholar Commons Citation
Blank, Jolyn and Damjanovic, Victoria J., "The Role of Documentation in a Preschool Professional Learning Community" (2016). Teaching and Learning Faculty Publications. 87.
https://digitalcommons.usf.edu/tal_facpub/87
