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Journal articles on the topic 'Teachers Professional learning communities'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Avidov-Ungar, Orit. "Professional learning communities of teachers: Israeli principals’ perceptions." Journal of Educational Administration 57, no. 6 (2019): 658–74. http://dx.doi.org/10.1108/jea-10-2017-0126.

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PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional d

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Prenger, Rilana, Cindy L. Poortman, and Adam Handelzalts. "The Effects of Networked Professional Learning Communities." Journal of Teacher Education 70, no. 5 (2018): 441–52. http://dx.doi.org/10.1177/0022487117753574.

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Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on te

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Brodie, Karin, and Tinoda Chimhande. "Teacher Talk in Professional Learning Communities." International Journal of Education in Mathematics, Science and Technology 8, no. 2 (2020): 118. http://dx.doi.org/10.46328/ijemst.v8i2.782.

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Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper shows how different activities in teacher communities support different kinds of conversation at different levels of depth, through examining the conversations of four professional learning communities of mathematics teachers over two years. Our analysis suggests three key findings. First, there were strong relationships between different activities and the content of the conversations in the communities. Second, the depth of the conversat

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МАТВЕЕВА, Елена Фёдоровна. "Профессиональные обучающиеся сообщества в системе непрерывного профессионального развития учителей в России и Сингапуре". Известия Восточного института 47, № 3 (2020): 59–69. http://dx.doi.org/10.24866/2542-1611/2020-3/59-69.

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В статье поднимается проблема управления профессиональным развитием учителя в России и в Сингапуре; освещается опыт непрерывного повышения квалификации педагога в Сингапуре посредством создания профессиональных обучающихся сообществ; раскрываются особенности организации работы сингапурских профессиональных обучающихся сообществ в школах, принципы их функционирования. В сравнительном ключе актуализируются вопросы развития профессионализма педагога в России, опыт региональных практик повышении квалификации педагогов, неформального объединения педагогов, инновационных практик дополнительного проф

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Antinluoma, Markku, Liisa Ilomaki, Pekka Lahti-Nuuttila, and Auli Toom. "Schools as Professional Learning Communities." Journal of Education and Learning 7, no. 5 (2018): 76. http://dx.doi.org/10.5539/jel.v7n5p76.

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The main objectives in building professional learning communities are to improve teachers’ professionalism and well-being, and create positive impacts on student learning. It is a question of changing the school culture. The main objective of this quantitative study was to investigate the maturity level of thirteen Finnish schools as professional learning communities from the perspectives of school culture, leadership, teaching, and professional development. The participants’ perceptions indicated a culture of collegiality, trust and commitment as common strengths at all schools. The school cu

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Wood, Diane R. "Professional Learning Communities: Teachers, Knowledge, and Knowing." Theory Into Practice 46, no. 4 (2007): 281–90. http://dx.doi.org/10.1080/00405840701593865.

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Wynn, Susan R., and Kathleen M. Brown. "Principal Leadership and Professional Learning Communities: What Beginning Teachers Value." International Journal of Educational Reform 17, no. 1 (2008): 37–63. http://dx.doi.org/10.1177/105678790801700104.

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Beginning teachers in the United States continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High turnover rates negatively affect instruction and, ultimately, student achievement. The purpose of this empirical inquiry of beginning-teacher retention issues is to better understand what new teachers value in a school leader within the context of professional learning communities. Twelve schools with low beginning-teacher attrition and transfer request rates were identified, and focus group interviews were conducted with four to six new teache

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Song, Zhanwen, and Ogunniran Moses Oladele. "The Impact of Professional Learning Communities on English Teacher Belief Change." International Journal of Linguistics 13, no. 3 (2021): 1. http://dx.doi.org/10.5296/ijl.v13i3.18606.

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This study aimed to examine the impact of professional learning communities on English teacher belief change with English teachers in Hospitality Institute of Sanya as a case study. The study proffered answers to magnitudes at which professional learning communities motivate English teacher belief change in Hospitality Institute of Sanya, the characteristics of professional learning communities that affect English teacher belief change in Hospitality Institute of Sanya, and the belief changes that were experienced by English teachers in Hospitality Institute of Sanya. The study adopted a quali

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Williams, Judy. "The Professional Learning of Teacher Educators Leading International Professional Experience." Journal of Studies in International Education 23, no. 4 (2018): 497–510. http://dx.doi.org/10.1177/1028315318816455.

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In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in s

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Keijzer, Helma De, Gaby Jacobs, Jacqueline Van Swet, and Wiel Veugelers. "Identifying coaching approaches that enable teachers' moral learning in professional learning communities." International Journal of Mentoring and Coaching in Education 9, no. 4 (2020): 375–92. http://dx.doi.org/10.1108/ijmce-11-2019-0104.

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PurposeThis study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.Design/methodology/approachThis was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using suppo

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Prenger, Rilana, Cindy L. Poortman, and Adam Handelzalts. "Factors influencing teachers’ professional development in networked professional learning communities." Teaching and Teacher Education 68 (November 2017): 77–90. http://dx.doi.org/10.1016/j.tate.2017.08.014.

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Lumpe, Andrew T. "Research-Based Professional Development: Teachers Engaged in Professional Learning Communities." Journal of Science Teacher Education 18, no. 1 (2007): 125–28. http://dx.doi.org/10.1007/s10972-006-9018-3.

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Maoqing, YANG, DENG Xiaoli, and LIU Tian. "The Distinguished Teacher Workshop Mode of Professional Learning Communities in Guangxi." Beijing International Review of Education 2, no. 2 (2020): 296–300. http://dx.doi.org/10.1163/25902539-00202012.

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Distinguished Teacher Workshops are important ways for teacher professional development. Through questionnaires and interviews with over 1,000 participants, this paper reports the implementation of the Distinguished Teacher Workshops in Guangxi, China, covering their operational mechanism and initial outcomes: The empowerment of members; the strengthened internal motive of the community; and the enhanced vitality of professional development and a more sustainable development community for teachers. It is concluded that the Distinguished Teacher Workshops have shown that distinguished teachers

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ŞAHİN, Sevilay. "PROFESSIONAL LEARNING COMMUNITIES FOR TEACHERS: OPPORTUNITIES AND CHALLENGES." International Journal of Eurasian Education and Culture 5, no. 8 (2020): 109–43. http://dx.doi.org/10.35826/ijoecc.64.

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Vanblaere, Bénédicte, and Geert Devos. "The Role of Departmental Leadership for Professional Learning Communities." Educational Administration Quarterly 54, no. 1 (2017): 85–114. http://dx.doi.org/10.1177/0013161x17718023.

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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and dev

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Dehdary, Nazanin. "A Look into a Professional Learning Community." Journal of Language Teaching and Research 8, no. 4 (2017): 645. http://dx.doi.org/10.17507/jltr.0804.02.

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Professional learning communities are not commonplace in Iran and this is evidenced by the scant literature in this regard. The present study is an attempt to fill the gap in the literature. This study was conducted in the hope of evaluating a professional learning community within an English language institute in Iran to detect the threats to its survival from the viewpoints of some of the teachers and members of the board of studies. The analysis of the data uncovered three major strengths the current PLC enjoys. These plus points are the dynamic work context, management policy, and a nexus

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Li, Yang, and Chia-Ching Tu. "Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China." English Language Teaching 11, no. 5 (2018): 104. http://dx.doi.org/10.5539/elt.v11n5p104.

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This research shows the development and influencing factors of high school English teachers’ evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma’s research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of incl

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Chauraya, Million, and Karin Brodie. "Learning in Professional Learning Communities: Shifts in Mathematics Teachers’ Practices." African Journal of Research in Mathematics, Science and Technology Education 21, no. 3 (2017): 223–33. http://dx.doi.org/10.1080/0035919x.2017.1350531.

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Mingsiritham, Kemmanat, Gan Chanyawudhiwan, and Chaiyos Paiwithayasiritham. "Factor Analysis of Smart Social Media Technology to Promote Professional Learning Communities for Teachers." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 20 (2020): 165. http://dx.doi.org/10.3991/ijim.v14i20.17253.

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This research aimed to study factor analysis of smart social media technology to promote professional learning communities for teachers. The sample included 900 teachers in basic education, selected by Simple Random Sampling method. The sample group was divided for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), 450 each. Research tool was a questionnaire with 5 levels of rating scale. Data were analyzed by exploratory factor analysis and confirmatory factor analysis. The results of the study revealed that: 1. Exploratory factor analysis of smart social media technolo

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Monkevičius, Justinas. "Teacher Professional Learning Community’s Creation and Development Factors." Pedagogika 127, no. 3 (2017): 161–75. http://dx.doi.org/10.15823/p.2017.46.

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Article analyses teacher professional learning communities (TPLC’s) creation and development factors. Literature research revealed the lack of theoretical approach of TPLC’s creation and development factors. Thus, grounded research theory is used in order to further analyze TPLC’s creation and development factors. Structured interview with school teachers and administration was conducted until it reached theoretical saturation. Analysis of literature research revealed Personal, interpersonal and managerial school’s principal and personal, interpersonal and managerial school’s teacher factors a

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Adajian, Lisa Byrd. "Connecting Research to Teaching: Professional Communities: Teachers Supporting Teachers." Mathematics Teacher 89, no. 4 (1996): 321–64. http://dx.doi.org/10.5951/mt.89.4.0321.

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In the past decade, numerous projects aimed at improving the teaching and learning of mathematics have been developed. One theme that has repeatedly emerged from these and other reform efforts is the importance of a strong professional community for helping teachers implement reform. When teachers are active participants in a professional community of their peers, they gain important knowledge and psychological support. In addition, when teachers' efforts are guided by their professional community, reform is more widespread and long lasting.

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Riveros, Augusto, and Melody Viczko. "Professional Knowledge “From the Field”: Enacting professional learning in the contexts of practice." Articles 47, no. 1 (2012): 37–52. http://dx.doi.org/10.7202/1011665ar.

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Based on a qualitative case study that examined elementary teachers’ understandings of a professional development policy, we question the conceptual disconnection between professional learning and professional practices in some conceptualizations of professional learning communities. We analyse the research data using Actor-Network Theory and report that the teachers in the case study perceived a disconnection between the scenarios of professional knowledge creation and the scenarios of professional practice. Such disconnection is exacerbated due to an ambiguous treatment of the concept of pro

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Carpenter, Daniel. "School culture and leadership of professional learning communities." International Journal of Educational Management 29, no. 5 (2015): 682–94. http://dx.doi.org/10.1108/ijem-04-2014-0046.

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Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and sh

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Al-Mahdi, Osama. "Action Research and Teachers’ Professional Development: Examples and Reflections." International Educational Research 2, no. 3 (2019): p37. http://dx.doi.org/10.30560/ier.v2n3p37.

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Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers' knowledge, skills and values. There are various approaches and types of teachers' professional development. This paper begins by discussing the definition, characteristics and models of teachers’ professional development. Then it outlines some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Next, the paper focuses on action research as one of the widely used approaches in both research and

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Young, Ann-Marie, and Ann MacPhail. "Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’." Open Sports Sciences Journal 7, no. 1 (2014): 98–105. http://dx.doi.org/10.2174/1875399x01407010098.

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This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s jour

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Keung, Chrysa Pui Chi, Hongbiao Yin, Winnie Wing Yi Tam, Ching Sing Chai, and Clement Ka Kit Ng. "Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities." Educational Management Administration & Leadership 48, no. 5 (2019): 875–92. http://dx.doi.org/10.1177/1741143219864941.

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This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation o

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Sadovets, Olesia. "Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)." Comparative Professional Pedagogy 7, no. 4 (2017): 89–97. http://dx.doi.org/10.1515/rpp-2017-0055.

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Abstract Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achie

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Chong, Sylvia, and Theresa Lu. "“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self." International Journal of Education 12, no. 4 (2021): 132. http://dx.doi.org/10.5296/ije.v12i4.18053.

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Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of pr

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Fresko, Barbara, and Fadia Nasser-Abu Alhija. "Induction seminars as professional learning communities for beginning teachers." Asia-Pacific Journal of Teacher Education 43, no. 1 (2014): 36–48. http://dx.doi.org/10.1080/1359866x.2014.928267.

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Elster, Doris. "Biology in Context: teachers' professional development in learning communities." Journal of Biological Education 43, no. 2 (2009): 53–61. http://dx.doi.org/10.1080/00219266.2009.9656152.

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Hausburg, Taylor C. "Professional development in relational learning communities: Teachers in connection." Educational Action Research 26, no. 5 (2018): 820–21. http://dx.doi.org/10.1080/09650792.2018.1519953.

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chow, alice w. k. "Teacher learning communities: the landscape of subject leadership." International Journal of Educational Management 30, no. 2 (2016): 287–307. http://dx.doi.org/10.1108/ijem-07-2014-0105.

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Purpose – Teacher learning communities (TLCs) formed within subject departments are conceptualized as reform platform for facilitating school improvement and teacher development. The purpose of this paper is to examine the ways in which three TLCs were structured and managed for generating change capability in secondary schools in Hong Kong. Design/methodology/approach – A review of the literature on the contribution of learning communities to teacher professional development, and the functions and styles of subject leadership provides the theoretical background of the study. Participant obser

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Bredeson, Paul V. "Union Contracts and Teacher Professional Development." education policy analysis archives 9 (July 26, 2001): 26. http://dx.doi.org/10.14507/epaa.v9n26.2001.

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In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1) 100 written teacher union contract documents; 2) structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3) focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development

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Mackey, Julie, and Terry Evans. "Interconnecting networks of practice for professional learning." International Review of Research in Open and Distributed Learning 12, no. 3 (2011): 1. http://dx.doi.org/10.19173/irrodl.v12i3.873.

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The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners

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Alferova, Anna B., and Olga M. Ilinskaya. "PROFESSIONAL LEARNING COMMUNITIES AS A MEANS OF CONTINUOUS PROFESSIONAL TEACHERS DEVELOPMENT PROVIDING." Pedagogy of Rural School 4, no. 2 (2020): 99–111. http://dx.doi.org/10.20323/2686-8652-2020-2-4-99-111.

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Lee, Suk Yeol. "Analysis of the Effect of School Organizational Culture and Professional Learning Communities on Teacher Efficacy." Integration of Education 24, no. 2 (2020): 206–17. http://dx.doi.org/10.15507/1991-9468.099.024.202002.206-217.

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Introduction. The aim of the study is to find ways to expand teacher efficacy by examining how the teacher’s efficacy varies according to the school organisation culture and the level of the professional learning community. Materials and Methods. Survey methods were used to collect the data from 400 in-service teachers at elementary, middle, and high schools in South Korea, with five schools selected from each region, respectively. This study utilizes the data from 359 teachers. This study used a random sampling method, taking the location of the school into consideration. Descriptive statisti

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Qvortrup, Lars. "Provision of School Data and Research Based Teacher Professional Development: Does It Work? Data- and Research-Informed Development of Schools in the Danish “Program for Learning Leadership”." Education Sciences 9, no. 2 (2019): 92. http://dx.doi.org/10.3390/educsci9020092.

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In the beginning of 2015, a consortium consisting of 13 Danish municipalities with 240 schools, almost 80,000 students and 10,000 professionals together with a university based research institution and a competence development center launched the school development project “Program for Learning Leadership.” The project provides data for teachers and school leaders in order to support pedagogical practices and school leadership. It also provides research based competence development packages with professional teams organized in professional learning communities as the central target group for r

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Lim, Cher Ping, Juliana, and Min Liang. "An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia." Asia Pacific Education Review 21, no. 4 (2020): 525–38. http://dx.doi.org/10.1007/s12564-020-09654-w.

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AbstractContinuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts

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Park, Joo-Ho, In Heok Lee, and North Cooc. "The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement." Educational Administration Quarterly 55, no. 5 (2018): 742–80. http://dx.doi.org/10.1177/0013161x18821355.

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Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affec

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Williams, Ray. "Teachers leading educational reform: The power of professional learning communities." Leadership and Policy in Schools 18, no. 3 (2018): 500–503. http://dx.doi.org/10.1080/15700763.2018.1513158.

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Smith, Chris, and Margaret Sutherland. "Creating learning communities to meet teachers' needs in professional development." Journal of In-service Education 29, no. 3 (2003): 423–38. http://dx.doi.org/10.1080/13674580300200284.

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Good, Jennifer M., and Andrew Weaver. "Creating learning communities to meet teachers' needs in professional development." Journal of In-service Education 29, no. 3 (2003): 439–50. http://dx.doi.org/10.1080/13674580300200285.

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SeoKyoungHye. "Teacher Learning Communities and Professional Development." Journal of Korean Teacher Education 26, no. 2 (2009): 243–76. http://dx.doi.org/10.24211/tjkte.2009.26.2.243.

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Mumhure, Godwin, Loyiso C. Jita, and Godsend T. Chimbi. "SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT." Problems of Education in the 21st Century 78, no. 5 (2020): 799–814. http://dx.doi.org/10.33225/pec/20.78.799.

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For centuries, teacher professional development has largely been done by external experts who advise teachers on how to improve classroom practice and learner performance. This research explores a relatively unchartered idea of history subject panels/clusters as an innovation meant to break away from orthodox teacher professional development spearheaded by external experts. The research adopts a qualitative case study design. One history subject panel was case studied to examine how teachers initiated and sustained improvements in classroom practice and learner performance. Eight history teach

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Wan, Sally Wai-Yan. "Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice." ECNU Review of Education 3, no. 4 (2020): 694–714. http://dx.doi.org/10.1177/2096531120969988.

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Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two di

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Tinto, Patricia P., Barbara A. Shelly, and Nancy J. Zarach. "Projects: Building a Professional Network: Mathematics Teachers as Learners and Researchers." Mathematics Teacher 91, no. 3 (1998): 270a—272. http://dx.doi.org/10.5951/mt.91.3.270a.

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Mathematics Teacher/Researchers Collaborating for Collaboration in the Classroom (MTRC3) is a unique staff-development program that has created a local network of teachers committed to rethinking their classroom practice. The project, which was funded by the National Science Foundation, supports teachers in their efforts to build collaborative-learning communities and to carry out teacher-directed classroom-based research.

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Aguirre-Garzon, Edgar Augusto, and Harold Andres Castaneda-Pena. "Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice." English Language Teaching 10, no. 8 (2017): 78. http://dx.doi.org/10.5539/elt.v10n8p78.

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Research has accumulated important knowledge over recent decades on how licensed language teachers develop and learn from cognitive and socio-cultural stances. Yet, relatively little evidence exists on how non-licensed-in-English language teachers (NLELTs) grow professionally in their communities. Similarly, few studies have yet investigated the concept of “imagined communities” in the language teaching field with these particular types of population. This study attempts to fill this gap by exploring the possible forms of professional knowledge that NLELTs build through participation in the ac

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Impedovo, Maria Antonietta, Sufiana Khatoon Malik, and Kinley Kinley. "Global South teacher educators in digital landscape: implications on professional learning." Research on Education and Media 11, no. 2 (2019): 19–28. http://dx.doi.org/10.2478/rem-2019-0018.

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Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social ne

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Abu Hassan, Mohd Aizat, Kamarudin Musa, Zahari Hashim, and Nurul Fadly Habidin. "IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY AMONG TEACHERS IN MALAYSIA." International Journal of Education, Psychology and Counseling 5, no. 34 (2020): 137–46. http://dx.doi.org/10.35631/ijepc.5340011.

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This study conducted to identify the level of implementation of the Professional Learning Community (PLC) among teachers in Malaysia. Respondents of the study consisted of 419 randomly selected school teachers. Overall, the professional learning community among teachers in Malaysia is still at a moderate level. This finding will help the relevant parties to find solutions to help improve the level of implementation of Professional Learning Communities among teachers in Malaysia.

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Wild, Andrew, Jodie Galosy, Melissa Kagle, Nicole Gillespie, and Jeff Rozelle. "Teacher agency over curriculum and professional learning: lock-step." Journal of Professional Capital and Community 3, no. 4 (2018): 306–20. http://dx.doi.org/10.1108/jpcc-12-2017-0034.

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PurposeThe purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their own collaboration using online tools across time zones and school contexts. The paper seeks to inform teacher communities, school leaders, policy and the growing body of literature about teacher agency.Design/methodology/approachThis paper uses qualitative case study approach. Data were gathered from individual interviews, classroom observations and the group’s meeting agendas, notes and reflections.FindingsCentral to t

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