PME-NA

Beyond Consensus Features: Redefining Professional Learning Using Complexity Science

• In Event: Beyond Consensus Features: Redefining Professional Learning Using Complexity Science

Description

This study examines how complexity theory can explain how the interaction of consensus features of professional learning support teacher learning. Rather than viewing features like collaboration and active learning in isolation, this study analyzed how these features function as part of a complex learning system. Through interviews with participants, the study found strong connections between features and mechanisms of complex systems, particularly between collaboration and neighbor interactions, diversity, and decentralized control. Analysis revealed that effective professional learning extends beyond implementing isolated features - it requires understanding how these features interact dynamically within a complex system. The findings suggest that initiatives should be designed to leverage emergent and self-organizing properties while centering teacher agency to foster sustained growth.

Authors

• Kelly McKie, University of Delaware

• Robin Keturah Anderson, North Carolina State University