Accountable Talk in Science Teachers' Professional Learning Communities: Toward the Democratization of Professional Development

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-3 - Examining Teaching Practices Across the Content Areas

Abstract

Unlike traditional teacher professional development, where knowledge flows from the provider to the teachers, professional learning communities (PLCs) offer teachers autonomy over their own learning. However, polite but superficial conversations limit learning opportunities. This study explored discourse that supports learning during teachers’ collaborative PLC work. A framework of discursive accountabilities for science teachers was developed and tested, analyzing the discourse of an especially effective PLC. The findings showed that the most productive discourse occurred when agreeable talk was disrupted through a persistent focus on one of the accountabilities. The framework showed utility for analyzing discourse in PLCs and could also provide guidance for PLCs, especially when the sessions are facilitated by teachers themselves.

Author

• Karin Lohwasser, University of Washington