Search results for: Professional learning communities
Page 1/2 20 items
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers’ weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Updated: Nov. 17, 2019
This paper explores the interaction between educational research and practice in school systems, through a bi-dimensional framework. The author found that a synthesis of the main themes in the articles has led to a schema that can be useful in getting a more systemic view on school improvement processes based on educational research (ER).
Updated: Nov. 22, 2018
The Bricks and Mortar of our Foundation for Faculty Development: Book-Study within a Self-Study Professional Learning Community
This paper explores the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. The authors' experiences demonstrate how self-study research, undertaken within the context of a professional learning community engaged in book-study. Their experiences hold the potential to enhance teacher educators’ understandings, foster collaboration, and provide a catalyst for meaningful observations about their practices, students, and teacher education program. The authors highlight that this has altered some of their practices and their discourse with others.
Updated: Nov. 01, 2018
The present study explores teacher educators' talk about student learning (TASL) in community in order to understand its characteristics and functions for professional development of this distinct population. The findings revealed three genres of discourse: managing understanding, advisory talk, meta-analytic talk. The authors also found three functions: awareness of the connection between teaching and learning is one such function, promoting an inquiry stance, and developing awareness of teacher educators’ own learning.
Updated: Jul. 10, 2018
This article addresses a growing need to attend to the way teacher professional development (TPD) is enacted in today’s schools. The authors argue that that the physical presence of students is the missing variable in the majority of TPD efforts. In this article, they present a framework for administrators, teacher leaders, and teachers to either evaluate or initiate TPD in relation to levels of physical student presence.
Updated: Jul. 08, 2018
How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?
This study explores how professional learning communities (PLCs) can enhance beginning teachers’ professional learning in differentiated instruction (DI). Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI.The analysis indicated that the three cases could be situated at different stages of PLC development. The authors can situate case C in the ‘beginning stage’, case B can be allocated to the ‘evolving stage’, and case A can be assigned to the ‘mature stage’. Furthermore, the authors found that organizational structures and cultural school conditionsin these three cases were related to different stages of developing PLC.
Updated: Aug. 13, 2017
This study explores questions of how educators learned about mathematics through lesson study but also how they were socialized into lesson study (LS) as a collaborative, routine practice. Specifically, the author compared the participation of educators who were new to lesson study (“LS novices”) with lesson study with those who had more experience with the practice (“LS experienced practitioners”). The author discovered a few key differences illustrate possible elements in the developmental progression of lesson study. Teachers who are newer to lesson study tend to focus on learning how to teach through problem solving, and seeing the collaborative work as a way to combine efforts to teach a better lesson. LS experienced practitioners, in contrast, were comfortable with the routine and can see their role as developing problems that elicit student thinking.
Updated: Sep. 21, 2016
Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community
This study explores patterns of professional development or non-development among novice and experienced teacher educators in a professional development community (PDC) focused on the infusion of thinking into college courses. The findings revealed three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group. The authors conclude that these findings emphasize the importance of teacher educators’ years of experience, attitude towards inquiry, and self-perception of expertise as critical determinants of successful educational reform.
Updated: May. 23, 2016
This article explores the operation and contribution of induction seminars operated as learning communities for new teachers. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment.
Updated: Jun. 10, 2015
This article reports on an initial study of a professional learning community (PLC) of educators who are investigating mobile devices in their teaching. The research examined two conjectures: firstly, that a professional learning community would enrich understanding of teaching with mobile technologies; and secondly, that these technologies would enhance teaching. The findings indicate that progress towards an enriched engagement with m-learning may be promoted by the establishment of a PLC. The existing professional relationships facilitated community formation and enhanced the sense of commitment, risk-taking, shared responsibility and purpose. In addition, the results also indicate the contribution of mobile learning to teaching.
Updated: Aug. 06, 2014