Attending to the Emotional Side of Professional Learning Communities (PLCs) by Cultivating Positive Team Dynamics

Abstract

Professional Learning Communities (PLCs) are becoming increasingly commonplace in America’s schools. As part of the school community, physical educators are positioned to add and receive value within PLCs. Given that school-based PLCs are driven by collaborative teams, reaching high performing status requires external supportive school structures coupled with internal positive team dynamics. A PLC can be an emotionally charged collective action formation with the potential to positively enhance teacher practice and student learning or, conversely, be hindered by adult drama. This paper focuses on and provides research-informed practical suggestions for addressing the internal team dynamics aspects of physical education PLCs (PE-PLCs). Drawing from team dynamics literature, this analysis unpacks and applies sub-constructs associated with team member attitudes, behaviors, and cognitions (ABCs) within a PE-PLC setting. Practical suggestions for enhancing ABCs within PLCs are provided.

Additional information

Notes on contributors

Zack Beddoes

Zack Beddoes ([email protected]) is an Assistant Professor in Department of Teacher Education at Brigham Young University, in Provo, UT.

Keven Prusak

Keven Prusak is an Associate Professor in Department of Teacher Education at Brigham Young University in Provo, UT.

David Barney

David Barney is an Associate Professor in Department of Teacher Education at Brigham Young University in Provo, UT.

Todd Pennington

Todd Pennington is an Associate Professor in Department of Teacher Education at Brigham Young University in Provo, UT.