scholarly journals A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria

2020 ◽  
Vol 9 (2) ◽  
pp. 110-143
Author(s):  
Fernanda Soares ◽  
Kirsten Galisson ◽  
Mindel Van de Laar
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching Quality ◽  
Sub Saharan Africa ◽  
Equatorial Guinea ◽  
Western Literature ◽  
High Resource ◽  
Sub Saharan

In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally.

scholarly journals Developments of Professional Learning Communities and Challenges for Principals in Chinese Urban Middle Schools

2021 ◽  
Vol 4 (2) ◽  
pp. 5
Author(s):  
Rui Jin ◽  
Tao Zhu
Keyword(s):  
Middle Schools ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Curriculum Reform ◽  
Teaching Quality ◽  
Education Systems ◽  
Urban Middle Schools ◽  
Scant Attention ◽  
Anglo American

Professional learning communities (PLCs) have seen a rapid spread all around the world over the past 30 years. Since then it has been proved that they can improve teaching quality and thereby the achievement of students, and so PLCs have attracted increasing attention especially from education systems. In China, PLCs have been developed vigorously within schools since the implementation of the ‘New Curriculum Reform’ in 2000. However, the west has paid scant attention to and were not familiar with them since most research in this field in China was published in Chinese.Furthermore, PLCs are influenced by contextual and cultural factors, and therefore PLCs in Chinese education systems are different from those in Anglo-American settings due to long-standing cultural differences, which require consideration. Therefore, this research will investigate the PLCs in China that may be of interest. Many recent studies have shown that, although PLCs have made significant progress in Chinese urban middle schools through the enthusiastic efforts of educators and scholars, there are still several barriers. The primary purpose of this research is to review the development of PLCs and additionally to analyse the challenges faced by the principals.

scholarly journals The Distinguished Teacher Workshop Mode of Professional Learning Communities in Guangxi

2020 ◽  
Vol 2 (2) ◽  
pp. 296-300
Author(s):  
YANG Maoqing ◽  
DENG Xiaoli ◽  
LIU Tian
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Teacher Development ◽  
Professional Learning ◽  
Operational Mechanism ◽  
Leading Role ◽  
Teacher Professional ◽  
Teacher Workshop ◽  
Teacher Workshops

Distinguished Teacher Workshops are important ways for teacher professional development. Through questionnaires and interviews with over 1,000 participants, this paper reports the implementation of the Distinguished Teacher Workshops in Guangxi, China, covering their operational mechanism and initial outcomes: The empowerment of members; the strengthened internal motive of the community; and the enhanced vitality of professional development and a more sustainable development community for teachers. It is concluded that the Distinguished Teacher Workshops have shown that distinguished teachers play a leading role in teacher development in Guangxi.

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.

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