A professional learning community model: a case study of primary teachers community in west Bandung

This case study documents a professional learning community (PLC) comprised of urban elementary educators working toward equitable education for students with dis/abilities. We employ an equity-expansive learning frame to evoke and then examine tensions and contradictions that emerged during the PLC and mediated learning as evidenced by participants’ expanded notions of equity. We introduced equity-oriented mathematics education content and tools based on what emerged from the PLC, then utilized an interpretive approach to analyzing data through a multistage process. Results indicate identity and power tensions that worked against equitable practices. However, participants recognized several tensions and proposed to address them as contradictions that mediated learning, thereby expanding notions of equitable education.

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Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community

RMLE Online ◽

10.1080/19404476.2007.11462044 ◽

2007 ◽

Vol 31 (1) ◽

pp. 1-17 ◽

Cited By ~ 17

Author(s):

Parry Graham

Keyword(s):

Learning Community ◽

Professional Learning Community ◽

Teacher Effectiveness ◽

Professional Learning

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The Relationship between Professional Learning Community and Lesson Study: A Case Study in Low Performing Schools in Sabah, Malaysia

Sains Humanika ◽

10.11113/sh.v9n1-3.1144 ◽

2017 ◽

Vol 9 (1-3) ◽

Author(s):

Bitty Ansawi ◽

Vincent Pang

Keyword(s):

Learning Community ◽

Professional Learning Community ◽

Professional Learning ◽

Lesson Study ◽

Strong Relationship ◽

Community Practice ◽

Policy Makers ◽

Low Performing Schools ◽

The Relationship

Education plays an important role in the development of a nation. Teachers, the main implementer of curriculum at school are subjected to numerous approaches and strategies which have been proven to bring about positive and significant change in students’ academic performance. However, the success of these programs depends on the positive perception of these programs. This study aims to identify how lesson study relates to professional learning community practice in the school. A total of 98 teachers selected via purposive sampling from low performing schools in Sabah. Two scales were adapted from past studies to measure the respondents’ perception about professional learning community and lesson study practices. Data from the questionnaire was analyzed with IBM SPSS 23.0. Findings showed that teachers perceived both professional learning community and lesson study practices highly. Lesson study and professional learning community showed significant positive and strong relationship. This study implied that teachers in low performing school are receptive of these practices and such attitude may contribute to the success of the SISC+ program in these schools. Findings from this study help policy makers and practitioners to plan strategically on the implementation of these practices in schools.

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