Professional learning communities in Singapore and Shanghai: implications for teacher collaboration

2016 ◽  
Vol 47 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Salleh Hairon ◽  
Charlene Tan
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teacher Collaboration

scholarly journals The Effects of Networked Professional Learning Communities

2018 ◽  
Vol 70 (5) ◽  
pp. 441-452 ◽  
Author(s):  
Rilana Prenger ◽  
Cindy L. Poortman ◽  
Adam Handelzalts
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Early Stage ◽  
Positive Effects ◽  
Stage Of Development ◽  
Perceived Satisfaction ◽  
Teacher Professional

Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers’ perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers’ participation in networked professional learning communities seems promising for enhancing their professional learning.

scholarly journals Reimagining Music Teacher Collaboration: The Culture of Professional Learning Communities as Professional Development Within Schools and Districts

2019 ◽  
Vol 33 (1) ◽  
pp. 15-23
Author(s):  
Sharyn L. Battersby
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Collaborative Community

Music educators are continually seeking new ways to better their practice and improve student learning. Professional learning communities are a type of collaborative community that when administered successfully provide a forum for music educators to become active participants in both their own learning and that of their students. While the notion of professional learning communities has been around since the 1990s, they have received renewed attention more recently due to the adaptation and implementation of Danielson’s popular Framework for Teaching, which has been implemented in many school districts across the country. Teachers facing the challenge of reshaping the culture of their music programs and seeing their initiative sustained will devise elements that will become embedded in that (school) culture. Supportive and shared leadership, shared values and vision, and collective learning are just some of the attributes that can contribute to student learning and the professional development of music teachers.

A review of research on professional learning communities in mainland China (2006–2015)

2017 ◽  
Vol 46 (5) ◽  
pp. 713-728 ◽  
Author(s):  
Xuefeng Qiao ◽  
Shulin Yu ◽  
Limin Zhang
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Empirical Studies ◽  
Mainland China ◽  
Educational Systems ◽  
Research Groups ◽  
12Th Grade ◽  
Emerging Themes

In the last decade, there has been growing interest in professional learning communities (PLCs) outside mainstream Western contexts. In this paper, we provide a narrative synthesis of empirical studies of PLCs in kindergarten to 12th grade educational systems in mainland China published between 2006 and 2015. The review reveals five major emerging themes in the published literature: PLC characteristics; PLC practices in different regions; teacher collaboration in PLCs; the roles of university researchers; and educational leadership in PLCs. Significant progress has been identified in the enhancement of social harmony in teaching research groups, structural teacher collaboration, the construction of transregional PLCs and the complex roles of university researchers and school leaders. However, compared with the literature on PLCs in Western contexts, research on these communities in mainland China is still far from mature. The authors highlight the need for more empirically solid research on the development of sustainable PLCs in mainland China.

scholarly journals Practices of Professional Learning Communities

2021 ◽  
Vol 6 ◽  
Author(s):  
Markku Antinluoma ◽  
Liisa Ilomäki ◽  
Auli Toom
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Collaborative Work ◽  
Main Role ◽  
Leadership Culture ◽  
Effective Form ◽  
Decision Making Processes ◽  
Common Goals

Building professional learning communities (PLC) has become a widely recognized strategy for school development and for student achievement. Four Finnish comprehensive schools were identified as being ready to be PLCs in a previous quantitative study, and the purpose of this study was to investigate practices of PLCs in these schools. In this paper, we used data from qualitative multiple-case study, which investigated practices of leadership, culture, teacher collaboration, professional learning, and development. The results showed that the principals had played the main role in the progression of schools as PLCs. Principals were described as visionary leaders who had started positive progression, shared the leadership, and created commitment to common goals. The results indicated also that a change of leaders can have a positive effect. Decision-making processes were participative, inclusive, democratic, and collaborative, aiming for a satisfactory level of consensus. Relationships among staff were reported as being based on mutual trust and openness, and members were encouraged to express their opinions. Common responsibility of students, peer support, encouragement, and co-teaching were practiced. Co-teaching practices were identified as an effective form of collaborative work-embedded professional learning which is related to the core principles of professional learning communities. Structural conditions were reported as barriers to schools’ development as PLCs.

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