Illuminating the Potential of Professional Learning Communities for Science Teacher Professional Development

• In Event: 61.051 - Professional Learning Communities for Teacher Development

Abstract

Despite the extensive implementation of professional learning communities (PLCs), there is very little empirical data to describe or substantiate the learning opportunities afforded to the teachers who interact within them. The purpose of this qualitative study is to examine interactions within a PLC comprising middle school science teachers with a view to understanding the opportunities provided for their learning and development. Using discourse analysis, we interrogated transcripts of PLC interactions in order to identify opportunities for teacher learning and development. Findings suggest that PLCs offered science teachers opportunities to talk about their practice in a way that supports meaningful organization of concepts within the context of teaching and learning. This investigation could inform the way facilitators design PLC activities.

Authors

• Cheryl Althea McLaughlin, University of Florida

• Elizabeth Bondy, University of Florida