Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?

Recently there has been growth in researching teacher agency. Some research has considered the relationship between teacher agency and professional learning. Similarly, there has been growing interest in professional learning communities as resources for professional learning. Connections have been made between professional learning communities and teacher agency, with professional learning communities seen as an affordance for the exercise of teacher agency. However, it has also been argued that there is little detailed evidence of what happens inside professional learning communities or of teacher agency in action. The research reported here focuses on a form of professional learning community from Scotland: Learning Rounds. It uses data from transcripts of post classroom observation conversations to consider the extent to which Learning Rounds provide an affordance for teacher agency and the extent to which that affordance is utilised. This research makes a contribution in three ways: adding to an empirical understanding of what happens in professional learning communities; understanding how teacher agency is (or is not) exercised in practice; considering what factors might affect the utilisation (or otherwise) of affordances for teacher agency. The paper concludes with several recommendations for developing effective professional learning communities as an affordance for teacher agency

Narrative inquiry into (re)imagining alternative schools: a case study of Kevin Gonzales.

Although there are many alternative schools that strive for the successful education for their students, negative images of alternative schools persist. While some alternative schools are viewed as “idealistic havens,” many are viewed as “dumping grounds,” or “juvenile detention centers.” Employing narrative inquiry, this article interrogates how a student, Kevin Gonzales, experiences his alternative education and raises questions about the role of alternative schools. Kevin Gonzales’s story is presented in a literary form of biographical journal to provide a “metaphoric loft” that helps us imagine other students like Kevin. This, in turn, provokes us to examine our current educational practice, and to (re)imagine ways in which alternative education can provide the best possible educational experiences for disenfranchised students who are increasingly underserved by the public education system

Interrogating trans and sexual identities through the conceptual lens of translocational positionality

This article explores the confluence of trans identity and sexuality drawing on the concept of translocational positionality. In this discussion, a broad spectrum of gendered positionalities incorporates trans identity which, in turn, acknowledges normative male and female identities as well as non-binary ones. It is also recognised, however, that trans identity overlaps with other positionalities (pertaining to sexuality, for example) to shape social location. In seeking to understand subject positions, a translocational lens acknowledges the contextuality and temporality of social categories to offer an analysis which recognises the overlaps and differentials of co-existing positionalities. This approach enables an analysis which explores how macro, or structural, contexts shape agency (at the micro-level) and also how both are mediated by trans people's multiple and shifting positionalities. In this framing, positionality represents a meso layer between structure and agency. Four case studies are presented using data from a qualitative study which explored trans people's experiences of family, intimacy and domestic abuse. We offer an original contribution to the emerging knowledge-base on trans sexuality by presenting data from four case studies. We do so whilst innovatively applying the conceptual lens of translocational positionality to an analysis which considers macro, meso and micro levels of influence

Identifying a gender-inclusive pedagogy from Maltese science teachers' personal practical knowledge

Teachers bring with them into the science classrooms their own gendered identitities and their views and perceptions about how boys and girls learn and achieve in science. This paper tries to explore the way in which fourteen Maltese science teachers use their own 'personal practical knowledge' to identify their views about gender and science and create their own individual gender-inclusive pedagogy. The study suggests that the science teachers focus more on the individuality of students and on the social and cultural background of the students in their classrooms rather than on gender. The teachers try to develop pedagogies and assessment practices which take into consideration the personal constructs of individual learners. The ideas for such a gender-inclusive pedagogy emerge from their common-sense experience in the classroom, their training as teachers and are closely interrelated to current ideas of social constructivism

From Ideal to Practice and Back Again: Beginning Teachers Teaching for Social Justice

The five authors of this article designed a multicase study to follow recent graduates of an elementary preservice teacher education program into their beginning teaching placements and explore the ways in which they enacted social justice curricula. The authors highlight the stories of three beginning teachers, honoring the plurality of their conceptions of social justice teaching and the resiliency they exhibited in translating social justice ideals into viable pedagogy. They also discuss the struggles the teachers faced when enacting social justice curricula and the tenuous connection they perceived between their conceptions and their practices. The authors emphasize that such struggles are inevitable and end the article with recommendations for ways in which teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice