scholarly journals Active Learning and Teacher Training: Lesson Study and Professional Learning Communities

2017 ◽  
Vol 8 ◽  
Author(s):  
Kyoko Ishii
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
Education Reform ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Lesson Study ◽  
The University

Active learning is an innovation of teaching and learning and strongly connected to teacher education reform. A teacher’s role in a knowledge-based society is being shifted from a knowledge teller to a facilitator. It is diï¬cult to shift a teacher’s perspective from “how to teach” to “how students learn.” However, through a collaborative lesson study, teachers can discuss students’ learning in a classroom. The university can function as a facilitator to cultivate a professional learning community. This paper discusses the practice of active learning in teacher training at the University of Fukui in Japan. The faculty provides active learning for prospective teachers to engage collaboratively in scientific inquiry using physics by inquiry. Based on the viewpoint that teacher development is a continuous, lifelong process, and the teacher is a reï¬ective practitioner, teacher training should also be an active, lifelong endeavor. Moreover, the system and structure of the lesson study and collaborative reï¬ection promote a professional learning community. Both pre-service and in-service teachers develop pedagogical content knowledge through repeated practice and reï¬ection.

scholarly journals Strategieë om die implementering van die Suid-Afrikaanse professionele leergemeenskapmodel te bevorder

2014 ◽  
Vol 33 (1) ◽  
Author(s):  
Christina J. Van Staden ◽  
Elsa Mentz
Keyword(s):  
Professional Learning Communities ◽  
Education Reform ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Community Model ◽  
Planning Framework ◽  
Implementation Problems

The Integrated Strategic Planning Framework for Teacher Training and Development in South Africa 2011–2025 requires that subject-related professional learning communities should be established widely between 2011 and 2017. However, only some of the District Teacher Development Centres that are intended to provide meeting places need to be up and running by 2025. The gap between policy and implementation can impede or even prevent the establishment of professional learning communities. Three implementation problems were identified that could catapult the professional learning community model into the infamous education reform cycle, and strategies are proposed for a smooth implementation. It is proposed that a coordinated strategy be followed to prevent the South African professional learning community model falling prey to the reform cycle.

scholarly journals Elements of the teacher development system in learning management according to the concept of Education 4.0

2021 ◽  
Vol 1 (1) ◽  
pp. 22-27
Author(s):  
Jedsada Janpleng ◽  
Karn Ruangmontri
Keyword(s):  
Secondary Schools ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Basic Education ◽  
System Component ◽  
Development System ◽  
Education Commission ◽  
Learning Management

The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..

scholarly journals Sorotan Literatur Bersistematik Terhadap Komuniti Pembelajaran Profesional dalam kalangan Guru Matematik Sekolah

2021 ◽  
Vol 6 (10) ◽  
pp. 164-176
Author(s):  
Hajar Mohamed ◽  
Siti Mistima Maat
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Mathematics Teacher ◽  
Lesson Study

Komuniti Pembelajaran Profesional (Professional Learning Community, PLC) disenaraikan sebagai salah satu aktiviti Pembangunan Profesionalisme Berterusan (PBB) oleh Kementerian Pendidikan Malaysia (KPM). Agenda KPM ini adalah agar guru secara berterusan melengkapkan dan dilengkapi dengan ciri-ciri pendidik professional abad ke-21. Amalan PLC dalam kalangan guru matematik di Malaysia amat memerlukan anjakan agresif. Oleh itu artikel ini menjalankan kajian sorotan literatur bersistematik terhadap amalan PLC dalam kalangan guru matematik diperingkat global. Tujuan kajian ini adalah untuk meninjau amalan PLC di seluruh dunia dan strategi atau elemen yang digunakan. Strategi atau elemen yang merujuk kepada aktiviti PLC yang dilaksanakan dikategorikan kepada Bengkel dan Kursus, Perkongsian dan Perbincangan Dalam Komuniti, Kumpulan Lesson Study dan Kumpulan Penyelidikan. Melalui empat fasa pemilihan berpandukan Penyata PRISMA, 143 artikel berjaya dipilih pada fasa pertama. Carian artikel menggunakan kata kunci “Professional Learning Community” dan “Mathematics Teacher” dilakukan melalui pengkalan data utama Scopus dan Eric. Enam kriteria pemilihan berserta pengecualian telah memilih 30 artikel untuk disintesis pada fasa kelayakan. Dapatan analisis ini mengenalpasti 15 negara yang terlibat dan Amerika Syarikat telah mendahului dalam kajian PLC melibatkan guru matematik. Kajian ini mendapati bahawa amalan PLC pesat dijalankan dengan pelbagai strategi yang boleh dijadikan rujukan komuniti guru di Malaysia khususnya. Mendepani sistem pendidikan semasa pandemik Covid-19, perlaksanaan PLC berstruktur dan berterusan perlu difikirkan. Platform Google Classroom disarankan sebagai titik permulaan dalam usaha mengekalkan kualiti guru yang kekal releven dan efektif dalam ekosistem pendidikan dinamik, mencabar dan sentiasa menuntut keberhasilan murid yang holistik serta menepati kualiti global.

scholarly journals Effects of data feedback in the teacher training community

2019 ◽  
Vol 5 (1) ◽  
pp. 27-50
Author(s):  
Tamar Tas ◽  
Thoni Houtveen ◽  
Wim Van de Grift
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Content Type ◽  
Academic Year

Purpose The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback. Design/methodology/approach The teaching skills of the student teachers (n=101) were measured at the start and at the end of the academic year. For the measurements, the standardized and psychometrically tested International Comparative Analysis of Learning and Teaching observation instrument is used. Findings The student teachers achieved a small growth on the basic teaching skills and a medium growth on two of the three advanced skills for teachers. Research limitations/implications Because of the lack of a control group, causal conclusions cannot be made. This research provides knowledge on the actual observed level of teaching skills of student teachers trained in a close collaborating professional learning community. Originality/value Little is known about the actual growth of observable teaching skills of student teachers in elementary education. Teacher training colleges and internship schools in the Netherlands are in search of better ways to collaborate more closely in order to improve the quality of teaching of their student teachers. These findings can inspire teacher training communities to improve their own teaching quality and the teaching quality of their student teachers.

Developing a Virtual Professional Learning Community for Online Faculty

2021 ◽  
pp. 311-334
Author(s):  
Alan Belcher ◽  
Jennifer Robinson ◽  
Kelly Olson-Stewart ◽  
Allison N. Rief
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Adjunct Faculty ◽  
Online Faculty ◽  
Research Projects ◽  
Review Of The Literature ◽  
Online Learning Community ◽  
The University

Remote, online, virtual, adjunct faculty face a number of issues in performing their duties. One of the most important is their feeling of disconnect, both from working remotely and from not having on-going interactions with their peers and with fulltime faculty. Three research projects were performed to identify the needs, values, and organization of virtual professional learning communities for remote, online faculty at one university. The research included one project of the value of having the opportunity for faculty, while two others targeted specific groups of faculty within the university to analyze the methods of organizing an online learning community for faculty. The results have informed professional development for adjunct faculty at the university. A review of the literature from previous research is included.

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

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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