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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Book ChapterDOI
Hope, Happiness, Teaching, and Learning
TL;DR: In this article, the authors explore hope as a virtue, as an emotion, and happiness, an especially complex emotion, in relationship to teaching, learning, and school improvement, and their desire is to broaden the conversation about teaching and learning to include greater attention to the central but underappreciated place of hope and happiness in all things educational.
Journal ArticleDOI
Taking Stock of Lesson Study as a Platform for Teacher Development in Singapore.
TL;DR: A survey of schools that have participated in workshops on Lesson study to find out how these schools have implemented Lesson Study is presented in this paper. But, the survey is limited to a limited number of schools.
Journal ArticleDOI
Professional learning communities in Singapore and Shanghai: implications for teacher collaboration
Salleh Hairon,Charlene Tan +1 more
TL;DR: In this article, the authors highlight the potential challenges in implementing professional learning communities (PLCs), including heavy teacher workload, ambiguities in the understanding and implementation of PLCs, and hierarchical work structures.
Building a Learning Community: A Tale of Two Schools.
Dan Mindich,Ann Lieberman +1 more
TL;DR: The authors found that a set of predicted variables (vision, community, resources (including time to meet and teacher expertise), and processes) were connected to the development of collegial professional practice, and that all of these factors were influenced by principal leadership and the wider distributed leadership structures at the schools.
Journal ArticleDOI
The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school
TL;DR: In this article, the authors examine the pedagogy of facilitation by following the experiences of six first-time teacher inquirers and the facilitator that guided them through the inquiry process.
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.