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1.
Lyna David Wei Loong Hung Sau Kew Chong 《Educational Research for Policy and Practice》2016,15(2):131-146
This paper reports the findings of a study which aims to examine the processes and effectiveness of the collaboration between teachers in their professional learning which some Singapore schools are currently engaged in. The learning process attempted to raise the profile of teacher professionalism in classroom alternative assessment through action research. A total of nine schools participated in this two-year study. Participants included teachers and school leaders. Guided by a university researcher and supported by a cluster superintendent and school leaders, the collaboration helped familiarise teachers with alternative ways of assessing student learning, connect theories with practice in their classroom assessment, and acquire the skills of doing research. Facilitated by a structure that supports the development of partnerships between teachers from different schools, the collaboration focused on teachers working on a common task. The data reveal how teachers took ownership of their own learning through this process and led their peers in their respective schools in curriculum customisation through alternative assessment practices. Such an education reform process, which has driven the effectiveness of the collaborative teacher learning in promoting teachers’ instructional practices, is analysed from four dimensions, namely, (a) macro level (systemic reform), (b) school level (school improvement plans), (c) teacher level (teacher community), and (d) micro level (classroom level). This paper concludes with a discussion of the challenges in sustaining teacher collaboration across schools in Singapore. 相似文献
2.
This mixed-methods study employed Hargreaves and Fullan’s (Professional capital: transforming teaching in every school, Teachers College Press, New York, 2012) concept of professional capital to re-examine whether professional learning communities (PLCs) transformed instructional practices in contexts that endorse hierarchical cultures. PLCs that facilitate transformational change in instructional practices empower teachers to embrace ambiguity, conflict, and risk to improve both student and teacher development. In contrast, PLCs that disseminate instructions for implementation produce reifying change. The findings illustrated that, in Singapore’s hierarchical cultural context, teachers participating in PLCs with high professional capital demonstrated transformational practice. These PLCs differed from most others in teacher cultural disposition toward uncertainty, unequal relationships, and risk. The findings imply that PLCs have the potential to support transformational change in practice, even when the cultural context endorses hierarchical relationships. However, this potential is moderated by the teacher cultural dispositions that prevail in PLCs. PLCs that possessed medium professional capital were the majority, demonstrating efforts to reify instructional change. Low professional capital PLCs also differed in teacher cultural disposition from the middle majority, but demonstrated neither the transformational practices of high professional capital PLCs, nor the reifying practices of medium professional capital PLCs. Recommendations are given in this paper to PLCs situated in similar hierarchical cultures on the types of adjustments required to support transformational change in practice. 相似文献
3.
Robert H. Voelkel Jr. Janet H. Chrispeels 《School Effectiveness & School Improvement》2017,28(4):505-526
Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective, research-based PLC practices, how these specific practices effect collective efficacy has not been thoroughly studied. This study, using structural equation modeling (SEM), investigated the relationship between PLCs and teachers’ collective efficacy drawing on 310 surveys from 16 schools in 1 district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy (TCE). This suggests that engaging and supporting teachers in PLC work, as this district did, can lead to enhanced collective efficacy, which in turn can contribute to improved student achievement. 相似文献
4.
Drawing on data from a larger study on Professional Learning Communities (PLCs) and School Leadership in China, this article investigates the practices of teacher collaboration and PLCs in two urban, high-performing secondary schools in Northeast China. Qualitative data were collected from observations, documents and in-depth semi-structured interviews with 20 participants. The findings reveal that intentionally arranged organisational structures support teacher professional learning and collective inquiry. Collaborative teams in two schools are characterised by genuine collegiality, promoting disciplined collaboration and shared responsibility, which is different from contrived collegiality imposed on teachers. Professional learning is ongoing, supported and fully integrated into the culture and operation of the school system. Emotional bonds, trust and an inclusive school culture contribute to genuine collegiality. These learning communities establish a system of focused collaboration, peer mentoring and collective responsibility, which leads to improved teaching and student learning. 相似文献
5.
Salleh Hairon Jonathan Wee Pin Goh Catherine Siew Kheng Chua 《School Leadership & Management》2015,35(2):163-182
Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the importance of teacher leaders. In this article, we report on an ethnographic case study involving three PLCs investigating how teacher leadership supports PLC conversations using an intervention framework provided by the research team. The findings showed that teacher leadership has potential in supporting PLC conversations along three dimensions of its construct. 相似文献
6.
国际上越来越多的研究表明,专业学习社群能够促进教师专业发展及推动学校变革。本研究对专业学习社群进行概念化,并基于中国的学校背景,探索出一套教师专业学习社群的表现指标,对上海市7所中小学进行抽样调查。运用主成分分析法对数据进行分析,得到适用于中国大陆的指标体系,并进一步分析教师专业学习社群的内涵与发展状况。研究发现,所调查的学校在教师合作学习、专业能力、校长领导、结构支持方面均具有良好的表现,且组织变革障碍不大。可通过改善校长领导和结构支持,控制学校内部的组织变革障碍等途径促进教师合作学习和专业能力的发展,以进一步促进教师专业学习社群的发展。 相似文献
7.
Angela Choi Fung Tam 《Compare》2015,45(3):422-444
Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers’ beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers’ beliefs about teacher learning in PLCs and their influence on collegial learning activities in two departments of a Hong Kong secondary school. Semi-structured interviews and observations were employed to collect data. The findings indicate that teachers in the Chinese Department believed that learning could be achieved in PLCs and their practices of collegial activities were conducive to teacher learning. Conversely, teachers in the English Department did not believe that interacting with colleagues would foster learning and their collegial activities yielded limited accomplishment in teacher growth. It is suggested that teachers’ beliefs play an important role in facilitating or impeding reform initiatives on teacher development. Implications for teacher education and further studies are discussed. 相似文献
8.
W. Monty Jones Sara Dexter 《Educational technology research and development : ETR & D》2014,62(3):367-384
A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers’ learning. In addition to (a) the district-initiated, or formal, system of professional development (PD) and professional learning communities (PLCs), it includes (b) teacher-initiated, or informal, learning with colleagues as well as (c) teachers’ independent learning activities. Analysis of why and how they form their system highlights how by only supporting the formal PD activities and PLCs, the district not only loses the valuable collective knowledge of the districts’ teachers derived from their informal and independent learning activities, but also diminishes the learning teachers derive from the formal PD activities since informal collaborations and independent work after formal PD activities often helps to bring the learning from the training room to the classroom. We present teachers’ insights and then discuss implications for the design of a holistic approach to facilitate teachers’ formal, informal, and independent learning that is tied together and supported by technology. While research on formal, informal and independent teacher learning exists, with technology frequently mentioned as a potential support for each of these three modes, these approaches have not been considered together as interdependent parts of the same holistic system for teacher learning nor has the way technology might knit these modes of teacher learning together been imagined as a part of that system. 相似文献
9.
Sue Cherrington Anne Macaskill Rhian Salmon Suzanne Boniface Sydney Shep Jonny Flutey 《International Journal for Academic Development》2018,23(4):298-311
Professional learning communities (PLCs) support students’ learning in pre-tertiary education, but have not been sufficiently explored at the tertiary level. Drawing on the literature on PLCs across broader educational contexts, we explore the development of a PLC within our University using analysis of survey responses and through document analyses. Key themes from our data collectively reveal the core features of our evolving PLC – Building community; Ground-up design; Creating a safe space – and demonstrate both the broader impacts of the community and the on-going challenges faced as we seek to develop a sustainable PLC. Recommendations for academic developers interested in the development of PLCs within their contexts are offered. 相似文献
10.
Kimberly LeChasseur Anysia Mayer Anjale Welton Morgaen Donaldson 《School Effectiveness & School Improvement》2016,27(2):255-274
Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and the demands of accountability remain understudied. This study asks how teacher inquiry is situated within conflicting school priorities and the impact of competing power structures on PLCs through a case study of a teacher inquiry initiative at 6 urban elementary and middle schools in the US. Data were collected over 3 years of PLC implementation. District officials, principals, reform coaches, and teachers at each setting participated in more than 300 interviews, regular site visits, and annual teacher surveys. The influences of power structures – such as district mandates, accountability pressures, and principal leadership – emerged as strong themes in teacher narratives of what it means to “do” inquiry in their PLCs. 相似文献
11.
Kristine Kiefer Hipp Jane Bumpers Huffman Anita M. Pankake Dianne F. Olivier 《Journal of Educational Change》2008,9(2):173-195
The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects
of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable
professional learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink,
and Stoll, McMahon and Thomas and includes the areas of professional learning community, change and sustainability. Finally,
the study addresses the relationship between professional learning community and school culture. The methodology involves
a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing
learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences
that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth,
we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements
and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures
of learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater
or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such
development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see
that some categories of activities and issues must be developed before others can emerge. 相似文献
12.
ABSTRACTFacilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the challenges they experienced in their work. Data were collected through in-depth interviews and document analysis of facilitators’ reflective journals and annual reports. Our findings revealed that the roles of PLC facilitators must continuously adapt to the needs of the community. Facilitators’ tasks ranged from organizing group work and supporting community building to generating opportunities for teacher learning by stimulating reflection and by providing access to relevant resources and continuous feedback. Challenges associated with their roles included time limitations, the need to avoid the image of experts, and keeping a critical stance whilst building a close relationship with the PLC. 相似文献
13.
The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers’ experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed. 相似文献
14.
Hilary Thornton 《Compare》2006,36(2):181-196
Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the ‘perfect’ lesson and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools. 相似文献
15.
Pedagogical Content Knowledge (PCK) and Professional Learning Community (PLC) are key notions to help understand teacher development for the benefit of student learning. Less understood is the contribution of PLC to PCK. This paper considers the Teaching and Research System in China to be a nationally institutionalised PLC for in-service teacher education. Building on quantitative analysis of a sample of 10,202 teachers, the paper concludes that participation in teaching and research activities within PLCs benefits teachers’ PCK. The paper also concludes that building PCK through the Teaching and Research System has potential to counteract regional education inequality. 相似文献
16.
This paper reports a researcher-facilitator's reflection of implementing a professional development approach, and serves to address the inadequate attention given to the influence of researcher-facilitators in professional development efforts. The researcher-facilitator's experiences were compared to four Grade 9–10 Singapore Science teachers participating in a variation theory-framed learning study that promoted teacher research and collaboration. Extending current understandings of implementation and sustainability challenges, an analysis employing conceptual change framework surfaced three issues, namely, the choice and role of theoretical framework, degrees of openness to differences in patterns of variation, and role of a researcher-facilitator. Insights emerging from the reflection are discussed. 相似文献
17.
18.
Lijuan Li Philip Hallinger Kerry John Kennedy Allan Walker 《International Journal of Leadership in Education》2017,20(6):697-716
This study tests mediated principal leadership effects on teacher professional learning through collegial trust, communication and collaboration in Hong Kong primary schools. It is based on a series of single mediator studies, and uses the same convenience sample of 970 teachers from 32 local primary schools. It also adopts regression-based macros, integrated with bootstrapping, to examine and compare sizes and proportions of potential mediating effects of the three human relational variables. The findings affirm the role and nature trust, communication, and collaboration play in the mediated relationship. In contrast, the mediating power of collaboration is non-significantly stronger than that of communication, and is more than double that of trust. The conclusion is that a school environment featuring mutual trust, effective communication and genuine collaboration is a core condition for teacher learning and change. Provided that the forces that bind people together in schools are multiple, principals are recommended to create school culture and conditions strategically for teacher learning to thrive. 相似文献
19.
Usha Kotelawala 《The Teacher Educator》2013,48(1):67-89
Through growing formative research, lesson study has emerged as a powerful practice that affects teachers' practical analysis of learning and teaching. Such research, however, also recognizes challenges to its implementation. In a methods course, lesson study has the potential to provide valuable links between teacher education and practice. In this article the author examines the essential factors in the implementation of lesson study in methods courses for inservice teachers and considers how collaboration, critical field observations, and the practice of teacher reflection emerge from the practice of lesson study. Lesson study challenges and methods of addressing these also are discussed. 相似文献
20.
Jocelyn L.N. Wong 《Asia-Pacific Journal of Teacher Education》2012,40(4):347-361
Curriculum reforms with a focus on helping students ‘learn to learn’ are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward. 相似文献