Knowledge ecology for conceptual growth

teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)

Do Coyle, A Halbach, O Meyer, K Schuck

    Research output: Contribution to journalArticle

    5 Downloads (Pure)

    Abstract

    This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines, to work together from the start so that learning spaces were created where teacher development went alongside researcher development, and theorizing was not only inclusive of praxis but validated by it. A growth cycle emerged using theories of practice as the medium for critique, disagreement and consensus which this article seeks to interpret through an ecological lens.
    The development of the theoretical constructs, therefore, involves shared ownership and is embedded in the development of pedagogic practices. This approach does not end with a theoretical model but continues growing a principled practice model which prioritizes teacher agency for further critique and development.
    Original languageEnglish
    Pages (from-to)349-365
    Number of pages17
    JournalInternational Journal of Bilingual Education and Bilingualism
    Volume21
    Issue number3
    Early online date11 Oct 2017
    DOIs
    Publication statusPublished - 2018

    Fingerprint

    ecology
    Teaching
    teacher
    learning
    growth cycle
    educator
    pedagogics
    Ecology
    stakeholder
    language
    Group
    Educators

    Keywords

    • pluriliteracies teaching for learning (PTL)
    • teacher theories of practice
    • content and language integrated learning (CLIL) dynamic growth cycle
    • ecological co-constructed knowledge building for educator learning

    Cite this

    Knowledge ecology for conceptual growth : teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL). / Coyle, Do; Halbach, A; Meyer, O; Schuck, K.

    In: International Journal of Bilingual Education and Bilingualism, Vol. 21, No. 3, 2018, p. 349-365.

    Research output: Contribution to journalArticle

    @article{cab621d123db4b7d812c1cd225a2b8c0,
    title = "Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)",
    abstract = "This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines, to work together from the start so that learning spaces were created where teacher development went alongside researcher development, and theorizing was not only inclusive of praxis but validated by it. A growth cycle emerged using theories of practice as the medium for critique, disagreement and consensus which this article seeks to interpret through an ecological lens.The development of the theoretical constructs, therefore, involves shared ownership and is embedded in the development of pedagogic practices. This approach does not end with a theoretical model but continues growing a principled practice model which prioritizes teacher agency for further critique and development.",
    keywords = "pluriliteracies teaching for learning (PTL), teacher theories of practice, content and language integrated learning (CLIL) dynamic growth cycle, ecological co-constructed knowledge building for educator learning",
    author = "Do Coyle and A Halbach and O Meyer and K Schuck",
    year = "2018",
    doi = "10.1080/13670050.2017.1387516",
    language = "English",
    volume = "21",
    pages = "349--365",
    journal = "International Journal of Bilingual Education and Bilingualism",
    issn = "1367-0050",
    publisher = "Routledge",
    number = "3",

    }

    TY - JOUR

    T1 - Knowledge ecology for conceptual growth

    T2 - teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)

    AU - Coyle, Do

    AU - Halbach, A

    AU - Meyer, O

    AU - Schuck, K

    PY - 2018

    Y1 - 2018

    N2 - This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines, to work together from the start so that learning spaces were created where teacher development went alongside researcher development, and theorizing was not only inclusive of praxis but validated by it. A growth cycle emerged using theories of practice as the medium for critique, disagreement and consensus which this article seeks to interpret through an ecological lens.The development of the theoretical constructs, therefore, involves shared ownership and is embedded in the development of pedagogic practices. This approach does not end with a theoretical model but continues growing a principled practice model which prioritizes teacher agency for further critique and development.

    AB - This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines, to work together from the start so that learning spaces were created where teacher development went alongside researcher development, and theorizing was not only inclusive of praxis but validated by it. A growth cycle emerged using theories of practice as the medium for critique, disagreement and consensus which this article seeks to interpret through an ecological lens.The development of the theoretical constructs, therefore, involves shared ownership and is embedded in the development of pedagogic practices. This approach does not end with a theoretical model but continues growing a principled practice model which prioritizes teacher agency for further critique and development.

    KW - pluriliteracies teaching for learning (PTL)

    KW - teacher theories of practice

    KW - content and language integrated learning (CLIL) dynamic growth cycle

    KW - ecological co-constructed knowledge building for educator learning

    U2 - 10.1080/13670050.2017.1387516

    DO - 10.1080/13670050.2017.1387516

    M3 - Article

    VL - 21

    SP - 349

    EP - 365

    JO - International Journal of Bilingual Education and Bilingualism

    JF - International Journal of Bilingual Education and Bilingualism

    SN - 1367-0050

    IS - 3

    ER -