scholarly journals Potential of digital teaching portfolios for establishing a professional learning community in higher education

2016 ◽  
Author(s):  
Ming Lai ◽  
Cher Ping Lim ◽  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Staff ◽  
Successful Implementation ◽  
Learning Beliefs ◽  
Collective Case Study

<p>Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and social benefits; they found it important to link their DTPs with students’ learning; they developed DTPs at different levels (individual and group level); they aligned their DTPs with their underlying teaching and learning beliefs; and they found that technical and conceptual supports, as well as opportunities to discuss and share with colleagues, were necessary for the successful implementation of DTPs. The study suggests that DTPs could significantly enhance higher education teaching and learning, and through sharing of DTPs, teaching staff could build a professional learning community that enhances their capacity for teaching and professional learning.</p>

Practices And Value Of A Professional Learning Community In Higher Education

2012 ◽  
Vol 5 (2) ◽  
pp. 71 ◽  
Author(s):  
Ann T. Hilliard
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Community Setting ◽  
Faculty Members ◽  
Definition Of ◽  
University Leaders ◽  
The University

It is important for leadership teams and faculty members in higher education to create an atmosphere of trust as new and improved ideas are addressed in a professional learning community setting. Prior to the past ten years, many faculty members at the university have been accustomed to working somewhat independently in their own discipline. However, today, more university leaders and faculty members are reaching out to one another to discuss issues or concerns within the organization. For the purpose of this research, emphasis will be placed on definition of a professional learning community, characteristics of a professional learning community, ways to improve teaching and learning, models of collaborative learning, effectiveness of professional learning communities and evaluating a professional learning community.

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

scholarly journals Kuahuokalā: Reflections on Space and Ttransformative Education Conversations

2019 ◽  
Vol 3 ◽  
pp. 29
Author(s):  
Cathy Kanoelani Ikeda ◽  
Stephanie Hauki Kamai ◽  
Michael Thomas Hayes
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Native Hawaiian ◽  
Everyday Lives ◽  
The Way

How can a place transform a conversation? In this paper the authors discuss how meeting to develop a professional learning community in a hale, a traditional native Hawaiian building, changed the course and direction of the learning community. Too often, departments and divisions of higher education are driven by external standards imposed by state and national accrediting and licensing agencies. The conceptions of education and the way it is implemented then is more focused on meeting the standard rather than coming to a deeper understanding of what can be accomplished for our communities in the name of education and how it can be achieved. Our PLC is intended to address this shortcoming by creating space of sharing, conversation and communal action. What emerged from our work within our relationship to the hale was an expression of the values, commitments and ideals that emerged through the context of our developing relationship. With a political desire for voice, we built a community that found meaning in the process of building something greater than ourselves, yet fundamentally immersed in our everyday lives.

Elements of a Successful Professional Learning Community for Music Teachers Using Comprehensive Musicianship Through Performance

2016 ◽  
Vol 64 (2) ◽  
pp. 202-219 ◽  
Author(s):  
Laura K. Sindberg
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Music Teachers ◽  
Positive Impact ◽  
Collective Case Study ◽  
Comprehensive Musicianship ◽  
Comprehensive Musicianship Through Performance ◽  
And Shifts ◽  
The Impact

The purpose of this study was to examine the ways in which a professional learning community (PLC) of music teachers sustained growth as they sought to incorporate Comprehensive Musicianship Through Performance (CMP) in their teaching practices. Seven music teachers from a suburban school district in the upper Midwest participated in a PLC as they incorporated CMP into their bands, choirs, and orchestras over a 2-year period of data collection. Findings of this collective case study describe the process of implementing CMP, reinforce the importance of a collaborative culture, and consider the impact of emotional aspects related to teacher change and shifts in teacher knowledge as a result of participating in this learning community. Particular challenges included implementing CMP amid performance expectations of technical proficiency and shifting emphasis from solely performance to performance and understanding. While findings suggest that incorporating CMP can have a positive impact in school ensembles, moving away from established performance routines and expectations can be daunting for veteran as well as novice teachers.

scholarly journals PROFESSIONAL LEARNING COMMUNITY (PLC) AND TEACHER MOTIVATION AT SECONDARY SCHOOL IN JELI DISTRICT

2021 ◽  
Vol 6 (42) ◽  
pp. 14-29
Author(s):  
Siti Noor Ismail ◽  
Wan Rosni Wan Yakob ◽  
Noraida Mustapai ◽  
Tuan Roslina Tuan Mat
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Teacher Motivation ◽  
Research Instrument ◽  
Quality Of Teaching ◽  
High Level

The Professional Learning Community (PLC) practice is a strategy to encourage collaboration among teachers in schools to create more quality of teaching and student achievement can be improved. However, the practice of PLC is still not fully implemented because there are still school leaders who are incompetent in management and also teachers do not understand the practice of PLC in more depth. Therefore, this study aims to identify the level of PLC practice and the level of teacher motivation in five secondary schools, Jeli District. Quantitative methods are used where the questionnaire is as a research instrument. A total of 171 teachers in the schools participated by answering the questionnaires that were distributed. The research instrument to measure PLC practice was adapted from the Professional Learning Community Assessment-Revised (PLCA-R) while the Assessment of Teacher Motivation Questionnaire (ATMQ) was used to measure the level of teacher motivation. Data were analyzed using Statistical Package for Social Science (SPSS) version 26.0. The results of the study found that the practice of PLC and teacher motivation is implemented at a high level. The implications of this study showed that the practice of KPP is very important to be implemented in schools to increase teacher motivation which in turn can further improve the quality of teaching and learning towards student excellence.

scholarly journals Professional Learning Community in Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 433 ◽  
Author(s):  
Roslizam Hassan ◽  
Jamilah Ahmad ◽  
Yusof Boon
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Teacher ◽  
Secondary Data ◽  
Self Esteem ◽  
Added Value ◽  
Teacher Needs

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.  

scholarly journals Professional Learning Community in Malaysia

2019 ◽  
Vol 8 (6S3) ◽  
pp. 524-536
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Teacher ◽  
Secondary Data ◽  
Self Esteem ◽  
Added Value ◽  
Teacher Needs

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.

scholarly journals Development of Faculty of Education of Northeastern University through Professional Learning Community Process

2020 ◽  
Vol 9 (6) ◽  
pp. 318
Author(s):  
Pha Agsonsua ◽  
Vanich Prasertphorn
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Research Work ◽  
Present Condition ◽  
International Level ◽  
Participatory Action ◽  
Family Culture ◽  
Faculty Of Education

The objectives of this research were 1) to study the present and the desirable condition of the Faculty of Education of Northeastern University, 2) to develop the faculty through PLC process, and 3) to assess the results. The study used PAR (Participatory Action Research) with the sample of selected groups of 6 administrators, 27 instructors, and 378 students with a total of 411 persons altogether. The research results were as follows: Regarding the present condition, the faculty has been traditionally embedded in family culture with the faculty vision of “Being a Professional Learning Community”, but, still, seriously underperformed in research work and English proficiency; therefore, the desirable condition was to have research work and English competency meet the national higher education standards that ultimately lead to being professionals. As for the results of the development of the faculty through PLC process and PAR, the research works of all staffs and students were nationally acceptable and published in the journals of TCI group 1 and 2 and looking forward to and now making good progress to international level. Over 85% of staffs and students passed the Common European Framework of Reference for Language test required by Thai Higher Education Commission. The development will be on-going and moving toward international level. In sum, the development of research work and English competency of the staffs and students in the Faculty of Education of Northeastern University through PLC process and PAR was academically and professionally effective. The study is rewarding.

scholarly journals G+ COMMUNITY: MEASURING TEACHERS� READINESS AND ACCEPTANCE

2017 ◽  
Vol 2 (2) ◽  
pp. 361
Author(s):  
Mohd Faisal Farish Ishak ◽  
Rashidah Rahamat ◽  
Muhammad Hazrul Haris Fadzilah ◽  
Abdul Ghani Abu
Keyword(s):  
Social Networking ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Ease Of Use ◽  
Professional Collaboration ◽  
The Right

The purpose of this paper is to explore teachers� acceptance and readiness in using the cloud-based community as a platform for professional collaboration related to their teaching and learning. Familiarity with certain social networking platforms has made the preferable collaboration among teachers only limited to using Facebook, WhatsApp or Telegram. However, with time and space constraints in schools, some of the sharing sessions could not be done effectively most of the time. The study focuses on teachers� acceptance and readiness of having their community in the cloud when they were introduced to the platform during a Continuous Professional Development (CPD) course. A total number of 61 teachers used Google Community named as �Contemporary Children�s Literature (CCL) 2016� as a platform for their Professional Learning Community (PLC) during the course. Descriptive analysis was done using Google Sheets and the findings show that these teachers are receptive towards Google Community in terms of its engagement level, usefulness as well as ease of use. The introduction to Google Community has created a new pathway for their collaboration especially for teaching and learning purposes. In a nutshell, their acceptance towards the cloud-based community indicates that, given the right training channel, teachers are positive and opened to utilising and integrating the cloud-based technology in their current teaching practice.

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