Improving culturally responsive teaching through professional learning communities: A qualitative study in Dutch pre-vocational schools

Alhanachi, Sabrina; Meijer, Lonneke A. L. de; Severiens, Sabine

doi:10.1016/j.ijer.2020.101698

Cited by 24 publications

(31 citation statements)

References 27 publications

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“…Through the implementation of PLC, some teachers began to question their current competencies and successfully reviewed their attitudes and beliefs (Alhanachi et al, 2021). Thus, this contributes to the knowledge building of the participating teachers.…”

Section: Competency Enhancement In Plc Implementationmentioning

confidence: 99%

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Jalaludin¹,

Kadir²,

Abdullah³

et al. 2022

IJARPED

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The emergence of the Professional Learning Community (PLC) concept has pioneered the existence and strengthened of the teaching community. PLC formally serves as a professional learning team and through this team, teachers work with a spirit of openness, reflect critically, share their experiences, ideas, expertise, and engage in an ongoing assessment process that fosters deep team learning. So, it is important to look at past studies related to PLC as PLC is among the factors of teacher effectiveness and schools as well. This paper aims to produce a literature review that answers questions such as: i) What are the challenges in the implementation of PLC among teachers; ii) How PLC can develop the innovation of teachers; and iii) How can the Professional Learning Community develop teacher competencies? The systematic literature review method is used as the methodology in this paper. Articles from 2018 to 2022 related to PLC were searched from three main databases, namely, Scopus, Web of Science, and Google Scholar. The finding show a total of 384 articles were identified; however, after screening based on the inclusion and exclusion criteria, only 76 articles were used as final articles for review related to PLC challenges and the impact of PLC implementation on innovation development and teacher competencies. The results of this literature review are beneficial for future studies on PLC and can be a guideline for higher authorities in the field of education, especially the Ministry of Education, to design quality PLC programs that can enhance teacher professionalism and, in turn, improve student learning. It is recommended that a more detailed implementation of PLC be considered in further studies, as its strategy and effectiveness still have not been sufficiently examined.

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Section: Competency Enhancement In Plc Implementationmentioning

confidence: 99%

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Jalaludin¹,

Kadir²,

Abdullah³

et al. 2022

IJARPED

View full text Add to dashboard Cite

show abstract

“…In multicultural education, these globally mobile teachers play an important role as they were better equipped to interact with students with diverse cultural backgrounds so that they can help to reduce or even diminish prejudice against certain cultural groups (Little et al, 2019). Moreover, applying the pedagogical concept requires more effort from the teacher to improve their skills, knowledge, and practices as reported in the Dutch setting (Alhanachi et al, 2021). Referring to the results of the findings, the research also recommends the implementation of Culturally Responsive Teaching in all classes in higher education.…”

Section: Sharing the Experiencementioning

confidence: 99%

Infusing Culturally Responsive Teaching in Higher Education: Insights for Multicultural Education in Indonesia

Nurbatra

Masyhud

2022

jiecr

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The present research examines how teachers implement Culturally Responsive Teaching (CRT) as part of multicultural education in a higher education institution. The urgency of the current research lies in the fact that teachers of the 21st century need to equip students with the necessary skills and knowledge to survive in this interconnected world. However, it was evidenced that one of the challenges in implementing multicultural education is the lack of teachers' skills to be culturally responsive. Accordingly, it is essential to highlight the implementation of Culturally Responsive Teaching in the Indonesian setting. In doing so, a qualitative case study is employed to answer the research questions. The current research involves six multicultural classroom teachers as research participants with different characteristics. To gain a depth understanding of the teachers' attitudes, the researchers employed semi-structured interviews and observation as data collection techniques. Using thematic data analysis, the results indicated nine practices that reflect the implementation of Culturally Responsive Teaching in the higher education context. The nine practices are: giving more freedom to students in selecting the familiar topic, emphasizing preserving local wisdom, celebrating different perspectives in the discussion, allowing gaining and checking students' understanding, talking personally outside the class, focusing more on positive rather than negative, being a role model, being patient, and sharing the experience.

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“…From our experiences and the findings in the literature, we conclude that ethnomathematics enables students to question themselves and reflect on their journeys to becoming more aware of, more critical, more appreciative, and more self-confident in mathematics and its use in problem-solving. Thus, the practice of ethnomathematics in mainstream pedagogies empowers teachers and students to change their visions of mathematical knowledge and teaching with diversity beliefs and transformation of knowledge and skills (Alhanachi, de Meijer, & Severiens, 2021). D'Ambrosio (1985 introduced the mathematics of cultural groups through informal education.…”

Section: Contextualized Ethnomathematicsmentioning

confidence: 99%

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

et al. 2021

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The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

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Improving culturally responsive teaching through professional learning communities: A qualitative study in Dutch pre-vocational schools

Cited by 24 publications

References 27 publications

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Infusing Culturally Responsive Teaching in Higher Education: Insights for Multicultural Education in Indonesia

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

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