Teacher collaboration and school reform : distributing leadership through the use of professional learning teams

The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.

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The Effects of Networked Professional Learning Communities

Journal of Teacher Education ◽

10.1177/0022487117753574 ◽

2018 ◽

Vol 70 (5) ◽

pp. 441-452 ◽

Cited By ~ 7

Author(s):

Rilana Prenger ◽

Cindy L. Poortman ◽

Adam Handelzalts

Keyword(s):

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Teacher Collaboration ◽

Early Stage ◽

Positive Effects ◽

Stage Of Development ◽

Perceived Satisfaction ◽

Teacher Professional

Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers’ perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers’ participation in networked professional learning communities seems promising for enhancing their professional learning.

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Teacher Collaboration Online Professional Learning Communities

Deeper Learning Through Technology: Using the Cloud to Individualize Instruction ◽

10.4135/9781483393292.n2 ◽

2015 ◽

pp. 21-41

Keyword(s):

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Teacher Collaboration

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