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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Journal ArticleDOI
Teachers’ Knowledge in the Practice of Lesson Study and its Challenges
TL;DR: In this paper , a study was conducted to identify the level of knowledge and challenges of teachers in lesson study through a questionnaire distributed to 32 respondents, which showed that teachers at the same time face various challenges in making this approach a success.
Journal ArticleDOI
Evaluating the performance of educational groups using Effective Professional Learning Communities (EPLCs) model
TL;DR: In this article, the authors evaluate and review the performance of educational departments using effective indices of educational groups (Effective Professional Learning Communities, EPLCs) in Bushehr Province.
Journal ArticleDOI
Renaissance of field placement in Taiwan’s teacher education: designing two-stage professional development in an overseas practicum for preservice teachers
TL;DR: In this paper , the authors present the design of an overseas practicum project in the early stage of preservice teacher education as a strategy to promote teacher candidates' professional development in teaching knowledge.
Journal ArticleDOI
Digital curation and complex decision making: A school district’s literacy initiative
Sue Ann Sharma,Mark E. Deschaine +1 more
TL;DR: In this article , the challenges of and preservation possibilities for the digital work of learning communities across instructional domains and levels are examined, and the digital curation efforts that support a school district's literacy and curriculum initiatives are examined.
Journal ArticleDOI
The Growth of Teacher’s Mathematical Knowledge for Teaching as Participating in a Primary School Teacher’s Professional Learning Community
Yanli Huang,Erh Tsung Chin +1 more
TL;DR: In this paper , a qualitative research method was adopted to investigate the change of participants' Mathematics Knowledge for Teaching (MKT) of a primary school teacher PLC which has been running for three years.
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.