scholarly journals Building Professional Learning Communities to Enhance Continuing Professional Development in South African Schools

2013 ◽  
Vol 15 (3) ◽  
pp. 277-289 ◽  
Author(s):  
G. M. Steyn
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
South African ◽  
Professional Learning ◽  
Continuing Professional Development

scholarly journals A case study of two teacher learning communities in KwaZulu-Natal, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-15
Author(s):  
Free-Queen Bongiwe Zulu ◽  
Tabitha Grace Mukeredzi
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Teacher Learning ◽  
South African ◽  
Professional Learning ◽  
Basic Education ◽  
Local Level ◽  
Education And Development ◽  
Teacher Learning Communities

In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the characteristics of a professional learning community while the other did not. The findings indicate that professional learning communities that operate in developing contexts might be functional when all the stakeholders play a meaningful role in supporting professional learning communities.

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.

scholarly journals Inspiring teaching: learning from exemplary practitioners

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pamela Sammons ◽  
Ariel Mariah Lindorff ◽  
Lorena Ortega ◽  
Alison Kington
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Design Methodology ◽  
Small Scale ◽  
Multiple Perspectives ◽  
New Evidence ◽  
Practical Implications

Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

scholarly journals A Model for Successful Professional Learning Communities to Meet the Requirement of Vietnam Education Renovation

2021 ◽  
Author(s):  
Pham Thi Thanh Hai ◽  
Doan Nguyen Linh ◽  
Tatsuya Kusakabe
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Rural Areas ◽  
Professional Training ◽  
Teaching Profession ◽  
Teaching Skills ◽  
Professional Development For Teachers ◽  
Training Activities

Teachers working in rural areas need professional and teaching skills support. This study was conducted at the Lower Secondary (NTLS) School in Ha Noi. This research pointed out 2 issues of policy of Professional Learning Communities to the teachers and the professional development for teachers towards PLCs at NTTS. This paper shows how to implement policies regarding the professional development of teachers in the NTLS. The results show that the NTLS has performed professional development work such as directing the development and implementation of school education plans and professional training activities. PCLs is the target of the teachers at NTTS developing teaching profession.

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