Cross-sector early years teacher collaboration: using professional learning workshops as boundary objects for professional boundary crossing

2021 ◽  
pp. 1-16
Author(s):  
Rosemarie Garner ◽  
Maria Nicholas ◽  
Elizabeth Rouse
Keyword(s):  
Professional Learning ◽  
Teacher Collaboration ◽  
Boundary Objects ◽  
Early Years ◽  
Boundary Crossing ◽  
Professional Boundary

scholarly journals Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny

2016 ◽  
Author(s):  
Atiya Khan
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Effective Means ◽  
English Teachers ◽  
Information And Communications Technology ◽  
Learning Networks ◽  
Using Data ◽  
Interactive Workshop

The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.

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.

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