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- W4313251712 abstract "AbstractAddressing in-service teacher professional development is a significant issue for educational stakeholders as reform movements mobilize to replace teacher-led instruction with student-centred pedagogies. Teachers need access to high-quality professional development to mitigate implementation problems associated with reform practices. Drawing on critical ethnography, I followed the year-long professional journey of six in-service science teachers in Quebec, Canada. Video-recorded professional development meetings and semi-structured interviews captured how teachers worked to enact sophisticated inquiry-based teaching practices. I have used a Bourdieusian lens to examine teachers’ shifting habitus as they professionally develop in collaborative professional development. Findings suggested that the field of educational reform is transformative when teachers engage with a professional learning model emphasizing critical reflection and collaborative discourse. Using Bourdieu’s concept of habitus and field, findings illustrate the benefits of pedagogic work on teachers’ repertoires of practice to understand the generative potential of professional development to transform teachers’ instructional practices.Keywords: In-service teachersscience educationBourdieuhabitusfield Data availability statementThe data that support the findings of this study are available on request from the author. The data are not publicly available due to privacy or ethical restrictions.Disclosure statementNo potential conflict of interest was reported by the authors.Ethical guidelinesThe research in this article has been approved by the McGill University Research Ethics Board, # 88-0717. All subjects provided written informed consent that was obtained prior to the commencement of the research.Notes1 To maintain participant confidentiality, pseudonyms have been used in place of real names.Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council of Canada (SSHRC) under Grant #752-2018-1621." @default.
- W4313251712 created "2023-01-06" @default.
- W4313251712 creator A5040623014 @default.
- W4313251712 date "2022-12-27" @default.
- W4313251712 modified "2023-09-27" @default.
- W4313251712 title "Reproduction to transformation: disrupting teacher habitus through pedagogic work" @default.
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- W4313251712 doi "https://doi.org/10.1080/01425692.2022.2161473" @default.
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