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Virtual Professional Learning Communities: Teachers’ Perceptions of Virtual Versus Face-to-Face Professional Development 总被引：3，自引：0，他引：3
Tom J. McConnell Joyce M. Parker Jan Eberhardt Matthew J. Koehler Mary A. Lundeberg 《Journal of Science Education and Technology》2013,22(3):267-277
Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in changing practice. Barriers to the implementation of PLCs include lack of shared meeting time and a shortage of teachers who share the same subject areas or common goals and interests. Convening teachers from multiple districts can alleviate this problem, but teachers are reluctant to travel for meetings due to time and cost restraints. Video-conferencing software offers a solution to these barriers while serving to foster the sense of community needed for PLCs to be effective. The researchers describe the use of Virtual PLCs in which two groups of teachers met monthly for one school year to collaboratively analyze evidence collected as part of their teacher inquiry plans. With help from a facilitator, these groups developed a relationship similar to other groups meeting face-to-face as part of the same professional development program. Analysis of the reflections of teacher-participants and facilitators revealed that teachers prefer face-to-face meetings, but that the virtual and face-to-face meetings provided teachers with similar social interactions in the PLC experience. The findings suggest that teachers perceive videoconferencing as an effective tool for facilitating PLCs when distance and time are practical barriers to face-to-face meetings. Practical considerations for developing and facilitating virtual PLCs are also discussed. 相似文献
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《Africa Education Review》2013,10(2):395-411
Abstract Poor learner performance in South African schools raises concerns related to lack of commitment and accountability from school leaders and teachers with no common vision to promote a culture of high learner performance. This paper provides a literature overview of research available on the impact of professional learning communities (PLC) on effective teaching and practices to promote higher levels of learning amongst students; the nature of PLCs; their essential characteristics, developmental stages and challenges; and an assessment of the benefits of PLC in schools and the challenges of PLC from other researchers’ observations. PLCs are necessary to encourage collaborative teamwork on essential outcomes and intervention activities in learning. Finally, I conclude by exploring how South African schools can benefit from the practices of professional learning communities which endeavour to improve teaching practices and poor learner achievement. 相似文献
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Nicholas Sun-Keung Pang Ting Wang Zoe Lai-Mei Leung 《Asia Pacific Journal of Education》2016,36(2):231-247
AbstractThis study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices. 相似文献
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《The Journal of educational research》2012,105(3):183-190
ABSTRACT The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective. 相似文献
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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
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Hairon Salleh 《Asia Pacific Journal of Education》2016,36(2):285-300
AbstractProfessional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g., the twenty-first century skills). The growth in PLCs implies greater time investment for teachers to come together to develop new curricula that engage students to meet these broadened set of learning outcomes. However, this also implies that new competencies need to be acquired to productively participate in PLCs. One essential competency is facilitating PLC conversations. This paper describes key findings drawn from participant observations with three Grade 5 PLC facilitators’ involvement in an intervention to explore how PLC facilitators can support teachers’ collective learning with one another on matters of teaching and learning. The findings from the study served to aid in generating a proposed intervention framework consisting of processes, principles, and practices that facilitators can use in PLC conversations. 相似文献
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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
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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
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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
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Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers’ classroom practices and the teaching ‘process’ may matter more to student learning than teachers’ observed résumé characteristics (such as certification and experience). There may also be important differences in teacher characteristics across government and private schools which may help explain the large documented public-private achievement differences often found in studies. This paper delves into the black-box representing ‘teaching’ to uncover the teacher characteristics and teaching practices that matter most to pupil achievement. This is done using unique school-based data, collected in 2002-2003 from government and private schools from one district in Punjab province in Pakistan. The data allow exploitation of an identification strategy that permits the matching of students’ test scores in language and mathematics to the characteristics of teachers that teach those subjects. Within pupil (across subject rather than across time) variation is used to examine whether the characteristics of different subject teachers are related to a students’ mark across subjects. The data are also unique in asking all subject teachers questions pertaining to their teaching practices and these, often unobserved, ‘process’ variables are included in achievement function estimates. Our pupil fixed-effects findings reveal that the standard résumé characteristics of teachers do not significantly matter to pupil achievement. Perversely, however, teachers are found to be rewarded with higher pay for possessing these characteristics, highlighting the highly inefficient nature of teacher pay schedules. Our findings also show that teaching ‘process’ variables matter significantly to student achievement. There are important differences across school-types. 相似文献
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This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks. 相似文献
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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
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《Teaching and Teacher Education》2001,17(7):807-818
Although a great deal of research has linked both teacher and collective efficacy to student achievement, one overlooked question concerns the nested association between teacher and collective efficacy. The authors apply social cognitive theory to offer a theoretical analysis of this relationship. Next, using hierarchical linear modeling, they empirically test the strength of the relationship between these two theoretically related yet conceptually distinct constructs. Analysis of data collected from 438 teachers in 47 schools in a large urban school district shows that collective efficacy predicts variation in teacher efficacy above and beyond the variance explained by a number of school contextual factors including socioeconomic status and student achievement. The implications of these findings for future research are discussed. 相似文献
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Professional learning communities (PLCs) have been recognised as having the potential to raise the quality of teachers, teaching and student learning through structured teacher collaboration, and have been featured prominently in Singapore and Shanghai – both considered top-performing Asian societies in the Program for International Student Assessment (PISA). Although embedded in education systems that are considered centralised, there are still significant differences. Drawing out key implications from the experiences of Singapore and Shanghai, this paper highlights the potential challenges in implementing PLCs. These challenges include heavy teacher workload, ambiguities in the understanding and implementation of PLCs, and hierarchical work structures. The discussions emanating from the comparison between Singapore and Shanghai PLCs seek to contribute towards the international literature on fostering teacher collaboration through PLCs, which has been predominantly Western-centric. 相似文献
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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
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Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect
the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy
for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on
pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different
experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that
field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular
have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading)
to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently
lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers
through tutoring. 相似文献
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We explore how teachers unions affect education production by comparing outcomes between districts allocating new tax revenue amidst collective bargaining negotiations and districts allocating tax revenue well before. Districts facing union pressure increase teacher salaries and benefits, spend down reserves, and experience no student achievement gains. Conversely, districts facing less pressure hire more teachers (instead of increasing compensation) and realize significant student achievement gains. We interpret these results as causal evidence of the negative impact of teacher rent seeking on education production, as the timing of district tax elections relative to collective bargaining appears to be as good as random. 相似文献