Do blended virtual learning communities enhance teachers' professional development more than purely virtual ones? A large scale empirical comparison

2013 ◽  
Vol 60 (1) ◽  
pp. 40-51 ◽  
Author(s):  
U. Matzat
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Large Scale ◽  
Virtual Learning ◽  
Empirical Comparison ◽  
Teachers Professional Development

scholarly journals Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty

2020 ◽  
Vol 12 (17) ◽  
pp. 7146
Author(s):  
Rocío García-Carrión ◽  
Maria Padrós Cuxart ◽  
Pilar Alvarez ◽  
Ainhoa Flecha
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teacher Induction ◽  
New Teachers ◽  
Single Case ◽  
Community Members ◽  
Qualified Teachers ◽  
Dialogic Approach ◽  
School Model ◽  
Teachers Professional Development

Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific mechanisms to facilitate teachers’ induction when being appointed by schools working under challenging contexts have been less explored. This study aims to explore the potential of a community-based school model named Schools as Learning Communities to induct new teachers and to help them embrace the school’s project. A single case study was conducted in a high-poverty school located in Barcelona (Spain). Data collection included observations and interviews with teachers and the school management team. Findings highlight two main features of the school model that facilitate teacher induction: the dialogic approach to teachers’ professional development and the participation of family and community members in the school, which operates as a pedagogical resource. Furthermore, our results reveal this model as a successful pathway for the new teachers to embrace the school mission and to become agents of transformation who contribute to the project’s sustainability. The study offers lessons on how to support the induction of teachers who join diverse schools serving students living in poverty.

Exploring teachers’ professional development through participation in virtual exchange

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Robert O’Dowd ◽  
Melinda Dooly
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Methodological Innovation ◽  
Teachers Professional Development ◽  
The Impact

Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.

Professional learning communities of teachers: Israeli principals’ perceptions

2019 ◽  
Vol 57 (6) ◽  
pp. 658-674
Author(s):  
Orit Avidov-Ungar
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Content Type ◽  
Teachers And Students ◽  
Teachers Professional Development ◽  
Principals Perceptions

PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.FindingsMost of the participating principals considered PLCs to influence not only the teacher-leader, but also PLC members and other teaching staff and processes. Principals perceived PLCs as influencing pedagogical processes for both teachers and students, as well as staff leadership processes. Principals reported facilitating the operation of PLCs in their schools by providing the necessary conditions or participating in PLC meetings.Research limitations/implicationsAlthough nearly 20 per cent of principals involved in the pilot agreed to participate, it was not possible to ensure a representative sample. Self-selection bias cannot be ruled out. Most participants were interviewed individually, with a minority later interviewed as a group to obtain a deeper understanding. Thus, the research should be regarded as exploratory.Originality/valueThe study provides a detailed description of how principals perceive and engage with PLCs. Its findings are relevant to international efforts to understand and leverage teacher PLCs for the purposes of teachers’ professional development and pupil attainment.

scholarly journals Professional Learning Communities Approach: Implications for Policy and Practice

2020 ◽  
pp. 181-200
Author(s):  
Osama Al Mahdi ◽  
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Study Groups ◽  
Policy And Practice ◽  
New Approaches ◽  
Teachers Professional Development

Over the last decades researching and developing teachers‖ professional development frameworks and practices had underwent a paradigm shift. This shift was driven by the complexities of teaching and learning requirements, an increased necessity for reforming educational systems, and more need for accountability and quality outcomes (Vescio, Ross & Adams, 2007). The main feature of these new approaches is that they shift professional development beyond merely focusing on a teacher‖s simple attainment of knowledge and skills to a framework that requires teachers to deeply reflect on their own practices, to innovate new classroom pedagogy, and authentic understanding and expectations of student outcomes (Darling-Hammond & McLaughlin, 1995).These new approaches of teacher professional development include a variety of practitioner-based activities such as: peer observation and assessment, working cooperatively on shared projects such as curriculum development or strategy planning, engaging in lesson study groups, conducting action research, and participating in individually guided activities such as online distant learning or academic higher educational programs. When teachers engage in professional development activities that entail sharing questions, finding answers, experimenting practical actions and engaging in a productive dialogue, this may promote their sense of belonging as knowledge workers in their professional learning communities, and this would support them in achieving their learning and teaching goals which would reflect at the end on their students‖ knowledge, skills and values (Al-Mahdi, 2019a, Al-Mahdi, 2019b, Al-Mahdi & Al-Wadi, 2015). This chapter aims to explore professional learning community as an innovate approach in teachers‖ professional development and discuss possible ways for implementing it in Bahrain Teachers College, University of Bahrain. The following sections will focus on: defining professional learning community, characteristics of a professional learning community, leading professional learning community, international research on professional learning communities, professional learning communities research in GCC countries, and reflections on the educational context in Bahrain and implications for policy and practice.

Teachers’ perceptions of their schools changing toward professional learning communities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Loes de Jong ◽  
Tom Wilderjans ◽  
Jacobiene Meirink ◽  
Wouter Schenke ◽  
Henk Sligte ◽  
...  
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Large Scale ◽  
Multilevel Regression ◽  
Cross Sectional ◽  
Content Type ◽  
Teachers Perceptions ◽  
School Conditions ◽  
Teachers Professional Development

PurposeIn professional learning communities (PLCs), teachers collaborate and learn with the aim of improving students' learning. The aim of this study is to gain insight into teachers' perceptions of their schools' changing toward PLCs and conditions which support or hamper this change.Design/methodology/approachQuestionnaires were completed by a total of 2.111 teachers from 15 Dutch secondary schools for three years. With the use of multilevel regression analyses, the research questions were answered.FindingsAlthough the development of a school toward a PLC seems to be a slow process, the findings demonstrate the influence of school conditions on this development. Human resource management (HRM) stands out, as this school condition has a direct and longitudinal effect on the change.Practical implicationsThe main recommendation is to embed PLC elements in HRM policies such as facilitating teachers to collaboratively work and learn and aligning teachers' professional development with schools' vision and ambitions.Originality/valuePLCs have been studied occasionally in longitudinal in-depth case studies or in large-scale, cross-sectional research. This large-scale longitudinal study provides insights into the sustainability of schools as PLCs and the school conditions that are associated with sustainability.

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