This article focuses on the teacher community as an agent of school development, and in the context of teacher engagement in new educational practices, it discusses how school change can be analyzed as a process of creating and transforming professional knowledge (orientation pattern). The qualitative research was conducted in 2015–2016 at 12 schools participating in an innovative tutoring program in Wrocław (Poland). A total of 12 group discussions and 52 individual interviews were interpreted using Mannheim’s documentary method. As a result, a typology of the four forms of new professional orientation patterns—niche, instrumental, apparent, and synergic activities—was elaborated, and in a case study, they were applied as a theoretical model to the sociogenetic analysis of the school development process.
AshwinP. (2005). Variation in students’ experiences of the “Oxford Tutorial.”Higher Education, 50, 631–644.
4.
BeattyI. D.FeldmanA. (2012). Viewing teacher transformation through the lens of cultural-historical activity theory (CHAT). Education as Change, 16, 283–300.
5.
BohnsackR. (2014). Documentary method. In FlickU. (Ed.), The SAGE handbook of qualitative data analysis (pp. 217–233). London, England: Sage. doi:10.4135/9781446282243.n15
6.
BohnsackR. (2017a). Praxeological sociology of knowledge and documentary method: Karl Mannheim’s framing of empirical research. In KettlerD.MejaV. (Eds.), The Anthem companion to Karl Mannheim (pp. 199–220). London, England: Anthem Press.
BohnsackR.PfaffN.WellerW. (Eds.). (2010). Qualitative analysis and documentary method in international educational research. Opladen, Germany: Verlag Barbara Budrich.
9.
BudzyńskiM.TraczyńskiJ.CzekierdaP. (2009). Tutor we wrocławskim gimnazjum: Program innowacji pedagogicznej [A Tutor at the Wrocław gymnasium: Pedagogical innovation program]. Unpublished Internal document of the Tutors’ College, Wrocław, Poland.
10.
CamburnE. M.HanS. W. (2017). Teachers’ professional learning experiences and their engagement in reflective practice: A replication study. School Effectiveness and School Improvement, 28, 527–554.
11.
DawsonW. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11, 14–24.
12.
DesimoneL. M.GaretM. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7, 252–263.
13.
DrozdE.ZembrzuskaA. (2013). School tutoring as a concept and a support method in student’s development. Forum Oświatowe, 2, 167–175.
14.
EhriL. C.DreyerL. G.FlugmanB.GrossA. (2007). Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Educational Research Journal, 44, 414–448.
15.
EngeströmY. (2007). From teams to knots. Learning in doing: Social, cognitive and computational perspectives. Cambridge, England: Cambridge University Press.
16.
EngeströmY. (2015). Learning by expanding: An activity-theoretical approach to developmental research. Cambridge, England: Cambridge University Press.
17.
EngeströmY.KajamaaA.LahtinenP.SanninoA. (2015). Toward a grammar of collaboration. Mind, Culture, and Activity, 22, 92–111.
FoucaultM. (2001). Truth and power. In FoucaultM. (Ed.), Essential works of Foucault (1954–1984): Vol. 3. Power (pp. 111–133). London, England: New Press.
20.
GallagherT.GriffinS.Ciuffetelli ParkerD.KitchenJ.FiggC. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education, 27, 880–890.
21.
HillH. C.ChinM. (2018). Connections between teachers’ knowledge of students, instruction, and achievement outcomes. American Educational Research Journal, 55, 1076–1112.
22.
HoferB. K. (2017). Shaping the epistemology of teacher practice through reflection and reflexivity. Educational Psychologist, 52, 299–306.
23.
HordS. M.SommersW. A. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.
24.
KrzychałaS. (2018). Nauczyciel-tutor: Prakseologiczna rekonstrukcja tutoringu szkolnego [Teacher-tutor: A praxeological reconstruction of the school tutoring]. Kraków, Poland: Oficyna Wydawnicza “Impuls”.
25.
KrzychałaS. (2019). Professional praxis community in a dialogical perspective: Towards the application of Bakhtinian categories in the documentary method. Forum Qualitative Sozialforschung, 20, Article 17. doi:10.17169/FQS-20.1.3073
26.
LoosP.NohlA.-M.PrzyborskiA.SchäfferV. B. (Eds.). (2013). Dokumentarische Methode: Grundlagen—Entwicklungen—Anwendungen [The documentary method: Basics-development-applications]. Opladen, Germany: Verlag Barbara Budrich.
27.
MannheimK. (1952a). On the interpretation of “Weltanschauung.” In KeckskemetiP. (Ed.), Essays on the sociology of knowledge (pp. 33–83). London, England: Routledge & Kegan Paul.
28.
MannheimK. (1952b). The problem of generations. In KeckskemetiP. (Ed.), Essays on the sociology of knowledge (pp. 276–320). London, England: Routledge & Kegan Paul.
29.
MannheimK. (1964). Beiträge zur Theorie der Weltanschauungs-Interpretation [1921–1922; On the Interpretation of the Worldview (translated title)]. In Wissenssoziologie (pp. 91–154). Berlin, Germany: Hermann Luchterhand Verlag.
30.
MannheimK. (1980). Strukturen des Denkens [1922–1924; Structures of thinking (translated title)]. Frankfurt am Main, Germay: Suhrkamp.
31.
MenschingA. (2008). Gelebte Hierarchien: Mikropolitische Arrangements und organisationskulturelle Praktiken am Beispiel der Polizei [Living hierarchies: Micro-political arrangements and organizational-cultural practices on the example of the police]. Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
OrtmannG. (2004). Als ob: Fiktionen und Organisationen [As if: Fictions and organizations]. Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
34.
PalfreymanD. (2008). The Oxford Tutorial: “Thanks, you taught me how to think” (2nd ed.). Oxford, England: OxCHEPS.
35.
ParkerM.PattonK.TannehillD. (2012). Mapping the landscape of communities of practice as professional development in Irish physical education. Irish Educational Studies, 31, 311–327.
36.
PoppJ. S.GoldmanS. R. (2016). Knowledge building in teacher professional learning communities: Focus of meeting matters. Teaching and Teacher Education, 59, 347–359.
37.
PultorakE. G. (Ed.). (2010). The purposes, practices, and professionalism of teacher reflectivity. Lanham, MD: Rowman & Littlefield.
38.
RajalaA.KumpulainenK.RainioA. P.HilppöJ.LipponenL. (2016). Dealing with the contradiction of agency and control during dialogic teaching. Learning, Culture and Social Interaction, 10, 17–26.
SadlerP. M.SonnertG.CoyleH. P.Cook-SmithN.MillerJ. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50, 1020–1049.
41.
SchönD. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
42.
SkottC. K.MøllerH. (2017). The individual teacher in lesson study collaboration. International Journal for Lesson and Learning Studies, 6, 216–232.
43.
SmithT. M.CobbP.FarranD. C.CordrayD. S.MunterC. (2013). Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement. American Educational Research Journal, 50, 397–428.
44.
SnellJ.LefsteinA. (2017). “Low ability,” participation, and identity in dialogic pedagogy. American Educational Research Journal, 55, 40–78.
45.
StollL.BolamR.McMahonA.WallaceM.ThomasS. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7, 221–258.
46.
TamA. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21, 22–43.
47.
VangriekenK.DochyF.RaesE.KyndtE. (2013). Team entitativity and teacher teams in schools: Towards a typology. Frontline Learning Research, 2, 86–98.
48.
VangriekenK.DochyF.RaesE.KyndtE. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.
49.
VangriekenK.MeredithC.PackerT.KyndtE. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59.
50.
VogdW.AmlingS. (2017). Einleitung: Ausgangspunkte und Herausforderungen einer dokumentarischen Organisationsforschung [Introduction: Origins and challenges of the documentary organizational research]. In AmlingS.VogdW. (Eds.), Dokumentarische Organisationsforschung: Perspektiven der praxeologischen Wissenssoziologie (pp. 9–42). Opladen, Germany: Verlag Barbara Budrich.
51.
WatsonC. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40, 18–29.
52.
WeberM. (1978). Economy and society: An outline of interpretive sociology. Berkeley: University of California Press.
53.
WellingS.BreiterA.SchulzA. H. (2015). Mediatisierte Organisationswelten in Schulen [Mediatized organizational worlds at schools]. Wiesbaden, Germany: Springer Fachmedien Wiesbaden.
54.
WellsC.FeunL. (2007). Implementation of learning community principles: A study of six high schools. NASSP Bulletin, 91, 141–160.
55.
WongJ. (2013). Self and others: The work of “Care” in Foucault’s Care of the Self. Philosophy Faculty Publications, 6. Retrieved from http://scholars.wlu.ca/phil_faculty/6
56.
ZhangZ.YinH. (2017). Effects of professional learning community and collective teacher efficacy on teacher involvement and support as well as student motivation and learning strategies. In MacleanR. (Ed.), Education in the Asia-Pacific Region: Vol. 38. Life in schools and classrooms: Past, present and future (pp. 433–452). Singapore: Springer.
