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 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.

scholarly journals Co-constructing an intercultural professional learning community in music education

2021 ◽  
Vol 2 (1) ◽  
pp. 161-186
Author(s):  
Vilma Timonen
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Theoretical Concept ◽  
Music Teacher ◽  
Participatory Action ◽  
Changing Times ◽  
Collaborative Activities

This participatory action research aims to contribute to a better understanding of the advantages and complications involved in intercultural educational development work in the field of music education. The inquiry focuses on Finnish and Nepali music educators’ collaborative activities in the period 2013–2016 aimed at establishing a music teacher education program in Nepal. The collaboration is examined through the theoretical concept of a professional learning community (PLC). Particular interest is placed on illustrating the nature of the professional learning that took place for the participating teachers during the development of the intercultural PLC. The findings point towards recognizing the importance of supporting systematic collaborative operational models within and between institutions, as they hold the potential for constructing reflective, ethically engaged, and diversity-aware music education – the kind of education that is needed in these rapidly changing times.

scholarly journals Blending Pedagogies in Higher Education

2021 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Immaculate Kizito Namukasa
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Cognitive Theory ◽  
Pedagogical Practices ◽  
Story Telling ◽  
Management Culture ◽  
Online Pedagogies ◽  
Faculty Of Education

This paper presents analysis of evidence on the ways in which the connection between technology and scholarship supported a Community of Practice (CoP) for instructors in a faculty of education in Canada. The goal is to reflect on different types of pedagogical practices of CoP members. We discuss the ways in which both social learning and online technology were harnessed to support professional learning. We based the analysis on notions of collective learning and Bandura’s (1986) social cognitive theory that inform studies on professional development. The main unit of analysis is the learning community (Wenger, 1998). CoP members jointly analyzed data from aggregated questionnaires, anonymized notes, and audio and textual recordings of selected meetings, resources archived and follow-up reflection by CoP members. The results showed that four pedagogies were most highly ascribed by CoP members: Culturally Responsive Pedagogies (11.63%; e.g., caring pedagogies, Healing, Global Transformative and Reconciliatory pedagogies), Hands-on and Digital Pedagogies (11.63%; e.g., Maker Education and Materiality pedagogies), Story Telling Pedagogies (13.95%; e.g., Deep, Imaginative, Surprise, Participatory, Story Telling and Learners as Curriculum Makers pedagogies), and 21st Century Teaching (16.28%; e.g., Blended, Digital and Online pedagogies). The findings provide evidence that there is potential in harnessing digital technology for social learning environments within the context of faculty responding to changing higher education institutional factors, including those motivated by the neoliberal management culture.

scholarly journals Application of the King's Philosophy in the Professional Learning Community to Develop Classroom Learning Promotion Network in Schools in Kanchanaburi Province

2021 ◽  
Vol 58 (1) ◽  
pp. 4423-4428
Author(s):  
Karanphon Wiwanthamomgkon
Keyword(s):  
Classroom Management ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Lessons Learned ◽  
Network Development ◽  
Classroom Learning ◽  
Participatory Action ◽  
School Directors ◽  
Good Level

The purpose of this research was conducted by research and development using Participatory Action Research (PAR) which applied article was to the King's Philosophy in the professional learning community and the systematic thinking to develop classroom learning promotion network. The purposes of this research article were 1) to study the background of the school and the need of the network development, 2) to develop the model, 3) to study result of model utilization, 4) to evaluate and conduct the lessons learned. The target group of the study were from 31 teachers from 6 schools who attended the network development with volunteering. Results indicated that 1) all educational organization realize the important and need of network development, 2) results of the developed model that assessed by experts showed at good level (Mean = 3.82, S.D. = 0.67). Process of networking operation with 3 steps consisted of step 1 is to build the network and set the target, step 2 is to cooperate creative network development, and step 3 is to conduct lessons learned and extend learning network. 3) Result of model utilization showed the cooperation of school directors, teachers, students, and CCF foundation, and it was shown 92.59 percent in collaborative action. 4) Results of evaluate and conduct the lessons learned showed that the use of networking to promote learning management was good level, self-development of teacher was at good level, development of classroom management of teachers was at good level, students showed good level after the development, students have shown learning behavior and knowledge at reasonable level

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.

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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