Book ChapterDOI
Professional Learning Community
Louise Stoll
- pp 151-157
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TLDR
In many countries, policymakers view its potential for the capacity building needed to implement educational reform, while researchers are trying to gain greater nuanced and contextualized understanding of professional learning community as mentioned in this paper.Abstract:
There is increasing consensus that the term professional learning community broadly refers to an inclusive and mutually supportive group of people with a collaborative, reflective, and growth-oriented approach toward investigating and learning more about their practice in order to improve students’ learning. In many countries, policymakers view its potential for the capacity building needed to implement educational reform, while researchers are trying to gain greater nuanced and contextualized understanding of professional learning community. This article probes the meaning and purpose of professional learning community, membership, identified characteristics, levels of impact, and process and processes of development.read more
Citations
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Dissertation
Teacher learning in professional learning communities : a study of three primary schools in the Pinetown District of KwaZulu-Natal.
TL;DR: This article explored teacher learning in Professional Learning Communities (PLCs) by investigating how teachers learn in a PLC and found that learning occurred predominantly in a collaborative capacity both formally and informally.
Executive coaching and educational leaders: an exploratory investigation
TL;DR: In this paper, the authors investigate the potential benefit of applying executive coaching methods developed in the business field to the field of education and describe the relevance of such an investigation in light of the changing definition of professional development for school leaders and the success of business applications of executive coaching.
Dissertation
Non-pecuniary factors impacting the retention of new teachers at the secondary level in one virginia school division
TL;DR: The authors found that teachers who are well prepared with practical experiences, and who feel supported and valued by their colleagues and principals, reflect the highest level of job satisfaction and potential to remain in the teaching profession.
Journal ArticleDOI
Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success
TL;DR: In this article, a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs) was conducted, with the objective of gaining insights into elements that supported the creation and maintenance of a global, student-centered network and community in the program and a document analysis of the master theses of all participants since the start of the program was undertaken to look for indications of knowledge transfers from one cultural and/or geographical setting to another.
References
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Book
Communities of Practice: Learning, Meaning, and Identity
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
Journal ArticleDOI
Professional Learning Communities: A Review of the Literature
TL;DR: The capacity is a complex blend of motivation, skill, positive learning, organizational conditions and culture, and infrastructure of support as mentioned in this paper, which gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time.
Journal Article
The persistence of privacy: autonomy and initiative in teachers professional relationships.
TL;DR: This paper examined formas destacadas de colegialidad and analiza sus perspectivas de alterar las condiciones fundamentales de privacidad in la ensenanza.
Book
Professional Communities and the Work of High School Teaching
TL;DR: This paper found that departmental cultures play a crucial role in classroom settings and expectations, and that social studies teachers described their students as "apathetic and unwilling to work" while English teachers described the same students as bright, interesting, and energetic.