Effects of Interaction in Teacher Professional Community on Teachers’ Innovational Instruction

2014 ◽  
Vol 17 (3) ◽  
pp. 735-741 ◽  
Author(s):  
Chia-Jen Hung ◽  
Chich-Jen Shieh ◽  
Shang-Pao Yeh
Keyword(s):  
Professional Community ◽  
Teacher Professional Community ◽  
Teacher Professional

Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

2021 ◽  
pp. 174114322110341
Author(s):  
Nedim Özdemir ◽  
Feyza Gün ◽  
Ahmet Yirmibeş
Keyword(s):  
Student Achievement ◽  
Parental Involvement ◽  
Structural Equation ◽  
Professional Community ◽  
Mediating Effect ◽  
Student Survey ◽  
Teacher Professional Community ◽  
Leadership And Student Achievement ◽  
Teacher Professional ◽  
The Impact

This paper examines the links between learning–centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non-western societies, revealing the impact of principals’ leadership on school processes and outcomes in Turkey. The study suggests that principals have a crucial role in improving student achievement by enhancing situations in which teachers work, namely, organisational and family paths. It suggests that principals’ leadership practices still matter for teacher professional community and parental involvement in non-western countries. Implications for policy, practice and further research are discussed.

scholarly journals The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries

2021 ◽  
pp. 41-62
Author(s):  
Catalina Lomos
Keyword(s):  
Decision Making ◽  
School Improvement ◽  
Positive Relationship ◽  
Empirical Studies ◽  
Professional Community ◽  
European Countries ◽  
Teacher Professional Community ◽  
Teacher Professional ◽  
Using Data ◽  
The Relationship

AbstractVarious empirical studies have established the positive relationship between teacher professional community (PC) and participative decision-making (PDM) within schools. Considering that these relationships proved relevant to school improvement in different countries, a comparative approach will allow us to establish whether this positive relationship holds true for a wider range of European countries. This study presents results of this relationship using data from 35,000 secondary teachers in 22 European countries. Taking an exploratory approach, the study investigates the relationship between the presence of PC and the school actors involved in PDM. We are particularly interested in the level of active participation in decision-making by teachers, the school governor or counsellor, and by students, and the relative presence of PC. We find this relationship to be significant and positive, but varying in strength according to the actors involved in decision-making. Furthermore, the relationship is stronger across all countries studied when teachers are significantly involved in decision-making as opposed to when school counsellors or governors are more involved. Regarding student involvement in decision-making, its relationship with PC proved stronger when students could influence school rules or help choose teaching and learning materials. The relationships measured and compared across countries were tested for robustness by applying a test for measurement invariance of the PC latent concept and discussing its implications for the relationships of interest. After other relevant robustness checks, we conclude that, across all European countries studied, there is a positive relationship between PC and PDM in schools, with the involvement of some actors in PDM being more indicative of the presence of PC than the involvement of others.

Refiguring a Caribbean school within and across local and global communities

2016 ◽  
Vol 1 (4) ◽  
pp. 254-269 ◽  
Author(s):  
Allison Skerrett
Keyword(s):  
Design Methodology ◽  
Professional Community ◽  
New Schools ◽  
Caribbean Island ◽  
Content Type ◽  
The Social ◽  
Teacher Professional ◽  
Research Questions ◽  
The Caribbean ◽  
Globalized World

Purpose The purpose of this paper is to analyze the case of a school on the Caribbean island of Sint Maarten that was created to serve students who had experienced educational and other injustices in the broader society. Design/methodology/approach Using qualitative methods, the paper explores two research questions: how did Triumph Multiage School (TMS) conceptualize community and the goals of education, and how did these perspectives reflect or diverge from those of the local, national, and global educational communities to which TMS was connected? What was the nature of curriculum knowledge at TMS, and what points of alignment and difference existed among TMS’ curriculum knowledge and those of its local, national, and global educational communities? Findings Analysis found points of symmetry and disjunctures among TMS’ conceptualization of community, purposes of education, and curriculum and those of the local, national, and global educational communities to which it was connected. However the strength of ideological and sociopolitical boundaries separating TMS and its local and national communities constrained opportunities for building professional community and curriculum knowledge across them. Originality/value The paper contributes to research on the creation of new schools and teacher professional communities by demonstrating the need to expand the construct of community to include local and trans-global dimensions. Such a reconceptualization of community is essential for building professional capital and community that will equip schools and teachers to meet the social and educational needs of student populations in a globalized world.

scholarly journals EFL teacher professional change in India

2016 ◽  
Vol 4 (3) ◽  
pp. 204-221
Author(s):  
Helen B. Toraskar
Keyword(s):  
Community Of Practice ◽  
Professional Community ◽  
Language Teachers ◽  
Professional Relationships ◽  
Central Position ◽  
Active Engagement ◽  
Potential Growth ◽  
Case Study Methodology ◽  
Teacher Professional ◽  
Professional Change

Abstract This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire) highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978). Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

Lesson study and the long-term impact on teacher professional community development

2020 ◽  
Vol 10 (1) ◽  
pp. 89-101
Author(s):  
Emily Lewanowski-Breen ◽  
Aoibhinn Ni Shuilleabhain ◽  
Maria Meehan
Keyword(s):  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Professional Community ◽  
Professional Communities ◽  
Content Type ◽  
School Based ◽  
Teacher Professional ◽  
Long Term Impact

PurposeThe purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.Design/methodology/approachA study was conducted with six mathematics teachers, from two post-primary schools in the Republic of Ireland, following up on their participation in school-based lesson study over the academic year 2012/13 (see Ni Shuilleabhain, 2016). Qualitative data were generated through one-to-one, semi-structured interviews with the participating teachers and analysed using an empirical framework for teacher community formation (Grossman et al., 2001).FindingsAnalysis of the interview responses suggests that the mathematics teachers in both schools, Doone and Crannog, had developed a mature professional community during their participation in lesson study in 2012/13. Furthermore, the research finds that, in the absence of any other professional development intervention, both teacher communities have been sustained at this level six years later. These findings suggest that a lesson study may serve as a potential structure to foster the development of sustainable professional communities within subject-based teacher groups.Originality/valueWhile a lesson study has been shown to support the development of teacher professional communities, previous research has not addressed the sustainability of the communities which emerge. This study, therefore, adds to the existing literature by investigating teachers' perceptions of the long-term impact of lesson study participation on their professional community.

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