Communication and relationships in professional learning

The word “relationship” is one that appears to be simple but proves difficult to define. Essentially, it is about the connections people have with each other. The concept of “communication” is closely intertwined with that of “relationships” because one of the primary functions of communication is to create and manage relationships.

The purpose of communication in educators’ professional learning is to establish relationships that will support all participants to learn through an ongoing process of inquiry in which they co-construct their understandings about effective practice. This inquiry involves educators in systematic, rigorous, and critical reflection in, on, and for their practice.

While it is important for some of this reflection to take place in solitude, there is a growing consensus that learning is more powerful when it is alongside others who are engaging with similar problems of practice. This idea is supported by emerging theories about situated cognition and co-construction.¹ Working with others offers people different perspectives on their beliefs and practices and can help provide the cognitive dissonance that can be the catalyst for new learning. As Osterman and Kottkamp argue:

Because of the deeply ingrained nature of our behavioural patterns, it is sometimes difficult to develop a critical perspective on our own behaviour. For that reason alone, analysis occurring in a collaborative and cooperative environment is likely to lead to greater learning. (Osterman & Kottkamp, 1993, p. 25)

cited in Zeichner and Liston, 1996, page 18

Collaborative inquiry requires educators to establish ways of communicating with and relating to each other that support them to reflect on their deeper beliefs and assumptions and the consequences of their actions. It is especially important that they develop a sense of trust.

To be open to questioning long-held beliefs, to be willing to examine the consequences of our actions, and to be engaged fully in the teaching endeavor is certainly a rewarding but also a very demanding effort. To be engaged in this sort of examination with others requires that trust becomes a prominent feature of these conversations among and dialogues between practitioners. Without those companions, and without that trust, our reflection on our teaching will be severely limited.

Zeichner and Liston, 1996, page 19

Reid (2004) argues that these trusting relationships need to extend through a system-wide culture of inquiry that is focused on using democratic processes to achieve powerful and enduring change. Respect, honesty, and good humour also seem to be essential features of the relationships required for educators to jointly reflect in, on, and for action. Reid cites Dewey (1933) in suggesting that there are also:

… at least three dispositions that are preconditions for reflective action:

• openmindedness, by which he meant an active desire to listen to more than just one side, giving full consideration to different perspectives and alternative possibilities;
• responsibility, by which he meant the capacity and commitment to carefully consider the personal, academic and social consequences of actions;
• wholeheartedness, by which he meant a willingness to critically examine one's assumptions and beliefs, as well as the results of actions, always with the intention of learning something new.

Reid, 2004, page 7

Because educators involved in professional learning are considering a variety of perspectives, pondering the consequences of their actions, and critically examining their assumptions and beliefs, there will be times when, with the best will in the world, people will experience tensions and misunderstandings in their relationships. This makes the ideas discussed in this chapter of crucial importance.

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