Abstracts
Abstract
This study explores teachers’ professional learning (TPL) in the context of a school-wide implementation of Project Based Learning (PBL). Using phenomenology, we studied the narratives of two teachers engaged in the implementation. The questions driving this research are: How do teachers conceptualize their learning as professionals involved in a curricular innovation (in this case, PBL)?; What shifts in practice and identity occur?; What concepts are central to teachers’ professional learning?; and, What does this reveal about a stance of inquiry in professional learning? The analysis clarifies the nature of professional learning, which we articulate as a set of proposed concepts of TPL. Further connections are made between these findings about TPL and the theory of inquiry-as-stance.
Keywords:
- teacher learning,
- inquiry-as-stance,
- practice
Résumé
Cette étude explore l’apprentissage professionnel des enseignants (TPL) dans le contexte d’une mise en oeuvre à l’échelle de l’école de l’apprentissage par projet (APP). À l’aide de la phénoménologie, nous avons étudié les récits de deux enseignants engagés dans la mise en oeuvre de ce projet. Les questions guidant cette recherche sont : comment les enseignants conceptualisent-ils leur apprentissage en tant que professionnels impliqués dans une innovation curriculaire (dans ce cas, APP) ? Quels changements de pratique et d’identité surviennent ? Quels concepts sont au coeur de l’apprentissage professionnel des enseignants et qu’est-ce que cela révèle au sujet d’une position d’enquête dans l’apprentissage professionnel ? L’analyse clarifie la nature de l’apprentissage professionnel que nous articulons comme un ensemble de concepts proposés de TPL. D’autres liens sont établis entre ces découvertes sur la TPL et la théorie de l’enquête — en tant que — position.
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