Teachers’ concerns surrounding the implementation of a community of learners at the primary level
Envisioning the classroom as a community of learners is a promising avenue for enabling students to engage in meaningful learning (Brown & Campione, 1995). However, the values promoted by this approach can be difficult to apply given the complexity of students’ task. The purpose of this case study is to describe the concerns and interventions of two primary school teachers who foster community values in their classrooms over a three-month period in a co-teaching context. Adopting Theureau’s (2006) course-of-action theoretical framework, we analyzed their practices using a variety of traces (e.g., video recordings, student work, planners, etc.). Our results illustrate that the teachers’ concerns vary and evolve over time, and highlight the range of their educational interventions in response to their concerns surrounding the establishment of community values.