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.

scholarly journals #iteachmsu Centering an Educator Learning Community (ELC)

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Erik Skogsberg ◽  
Melissa McDaniels ◽  
Madeline Shellgren ◽  
Patricia Stewart ◽  
Makena Neal
Keyword(s):  
Social Networking ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Learning Networks ◽  
Scholarship Of Teaching ◽  
Faculty Learning Communities ◽  
K 12

Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12’s professional learning networks and “hashtag activism,” the authors’ university launched #iteachmsu. #iteachmsu combines practices of social networking with a digital and in-person teaching “commons.” Through #iteachmsu, the authors hope to further shift campus cultures in the age of COVID-19, centering teaching and learning as a valuable and ongoing focus for an educator learning community (ELC).

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 Promoting pre-service teachers' engagement in an online professional learning community

2020 ◽  
Vol 5 (2) ◽  
pp. 129-146
Author(s):  
Enas Mohammad Alwafi ◽  
Chris Downey ◽  
Gary Kinchin
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Repeated Measures ◽  
Knowledge Construction ◽  
Teaching Practice ◽  
Online Activity ◽  
Content Type ◽  
Repeated Measures Design ◽  
Experimental Group

PurposeThis study investigated the role of experienced practitioners in promoting pre-service teachers' knowledge construction and social interaction in an online professional learning community.Design/methodology/approachA repeated measures design with control and experimental groups was adopted. Two practitioners supported pre-service teachers in the experimental group to discuss issues around teaching practice. Social network analysis (SNA) and content analysis (CA) were used in the analytical approach.FindingsCA revealed that the practitioners increased pre-service teachers' levels of knowledge construction and high-cognitive discourse. SNA showed that the practitioners enhanced pre-service teachers' professional ties. Though collaboration in high-level knowledge building occurred predominantly in peers in the same discipline, the presence of the practitioners facilitated the development of more cross-disciplinary ties in the experimental group.Practical implicationsThe practitioners can be considered as a pedagogical tool to enhance pre-service teachers' engagement in the process of professional learning. This study suggests that in order to enhance the collaboration among pre-service teachers from different departments, the online activity should be designed to enhance interdisciplinary collaboration.Originality/valueThe study contributes new knowledge about the ways in which practitioners can enhance the collaboration among pre-service teachers in an online PLC. It also provides insight on how to combine CA and SNA, to examine professional learning.

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 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.

scholarly journals Individualismo y comunidad profesional en los establecimientos escolares en España: limitaciones y posibilidades

2016 ◽  
pp. 181-198 ◽  
Author(s):  
Antonio Bolívar ◽  
◽  
Rosel Bolívar-Ruano
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
International Survey ◽  
Community Assessment

RESUMEN Cuando los profesionales comparten su saber hacer práctico sobre los aprendizajes de los estudiantes, como muestra la investigación, eso tiene un impacto en la calidad de la educación. No obstante, en los establecimientos escolares españoles domina una cultura de solipsismo docente, falta de trabajo en colaboración, como ha documentado la investigación y los informes internacionales (Teaching and Learning International Survey - TALIS). Para diagnosticar los grados de cultura de aprendizaje compartido hemos adaptado y validado uno de los mejores instrumentos existentes (el cuestionario Professional Learning Community Assessment-Revised - PLCA-R) y aplicado a una muestra representativa en Andalucía. Recogemos algunos de los resultados referidos a esta dimensión. Finalmente discutimos los resultados y señalamos implicaciones y líneas de acción para reconstruir las escuelas como comunidades profesionales de aprendizaje.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

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