Placement schools as professional learning communities in teacher education

Heggen, Kåre; Raaen, Finn Daniel; Thorsen, Kirsten

doi:10.1080/02619768.2018.1448779

Cited by 11 publications

(8 citation statements)

References 27 publications

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“…In this long-term, collaborative teacher educator self-study, we arrived to the conclusion that the practicum has the potential to provide a multi-directional, productive, professional learning environment for all stakeholders (Betteney, Barnard, & Lambirth, 2018;Heggen, Raaen, & Thorsen, 2018). In order for this learning to take place, committing to ongoing, constructive and open dialogue among all parties is essential.…”

Section: Discussionmentioning

confidence: 96%

İngi̇li̇z Di̇li̇ Eği̇ti̇mi̇ Öğretmenli̇k Uygulamasinda Öğrenme Süreçleri̇: Bi̇rli̇kte Geli̇şti̇ri̇len Yaklaşimlar

Karaman

Gezgin²,

Söylemez

et al. 2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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This article reports the results of a teacher educator self-study exploring the dynamics of professional learning and mentoring among university practicum supervisors, cooperating teachers, and prospective English teachers from four different settings in Turkey. Bringing together five teacher educators with 12+ years of supervision experience, this study focused on the improvement of the quality in practicum in English Language Teaching (ELT) teacher education programs in different cities. Integrating the perspectives of cooperating teachers and student teachers, we found that there is a need for co-constructing visions for professional learning early on in practicum among teacher educators and cooperating teachers. Our one-and-a-half year-long collaborative inquiry revealed three themes related to the practicum: the need for improving communication patterns among teacher educators and cooperating teachers; clarifying roles and visions for professional development of student teachers; and the need for all practicum stakeholders to develop stronger professional enthusiasm and ownership of ELT based on their professional identities.

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Section: Discussionmentioning

confidence: 96%

İngi̇li̇z Di̇li̇ Eği̇ti̇mi̇ Öğretmenli̇k Uygulamasinda Öğrenme Süreçleri̇: Bi̇rli̇kte Geli̇şti̇ri̇len Yaklaşimlar

Karaman

Gezgin²,

Söylemez

et al. 2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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“…Teacher Motivation Heggen's (2018) study with his colleagues shows that the main challenge in developing a school as a professional learning community is that school administrators and teacher colleagues are not committed in in the implementation of PLC. Teachers are passive during the PLC program (Chua et al, 2020).…”

Section: Challenges In Plc Implementationmentioning

confidence: 99%

“…There was also a study conducted among rural primary school teachers which found that although teachers seemed committed to implementing PLC as part of their knowledge sharing sessions, there were teachers who showed a negative attitude towards the idea (Tahir & Musah, 2020). Therefore, important issues need to be seriously considered to develop the school as a professional learning community (Heggen et al, 2018).…”

Section: Challenges 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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“…Besides the paucity of literature on the subject matter in Ghana, most studies on the phenomenon across the world have often used literature review (Botha, 2012;Hairon & Dimmock, 2016), the quantitative method (Chena, Leeb, Lin & Zhang, 2016; Burns, Naughton, Preast, Wang, Gordon, Robb, & Smith, 2017) with few employing the mixed-method paradigm (Buttram & Farley-Ripple, 2016;Heggen, Raaen & Thorsen, 2018). There are, therefore, contextual and methodological gaps in the literature.…”

Section: The Contextmentioning

confidence: 99%

Effectiveness of Professional Learning Communities in Ghanaian Basic Schools through the Lenses of Socio-Cultural Theory

Dampson

2021

JEI

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This study employed the explanatory sequential mixed-methods design to assess the effectiveness of PLCs in Ghanaian basic schools. Using proportional stratified random sampling technique, the study selected 650 respondents (400 teachers and 250 headteachers) from the basic schools in five regions of Ghana for the quantitative phase of the study. Subsequently, 30 teachers and 10 headteachers from these schools were sampled purposely for the qualitative phase of the study. An adapted version of PLACA-R (6-dimensions; α = .84-.92) from Olivier and Hipp (2010) was used to collect quantitative data whilst researchers designed an interview guide was used to gather qualitative data. The quantitative data were analyzed using descriptive (means and standard deviation) statistics whilst the qualitative data were analyzed thematically. The study established the level of PLC activities in the basic schools is low on all the 6 dimensions of the scale except shared and supportive leadership. A good number of the basic schools have never held any PLC meetings since the curriculum was introduced. Schools that observed PLC meetings often ignore the delivery methods in the PLC manual. The study also found that female teachers practice PLC more than male teachers. The study further established that age, educational qualification and years of experience have a significant impact on the practice of PLC. The study concluded that teachers and headteachers in the basic schools lack knowledge and pedagogical skills about PLCs and their roles in the professional development of the teachers. It was recommended that the participation of PLCs by teachers and Headteachers should be used as one of the tools for teacher promotion.

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Placement schools as professional learning communities in teacher education

Cited by 11 publications

References 27 publications

İngi̇li̇z Di̇li̇ Eği̇ti̇mi̇ Öğretmenli̇k Uygulamasinda Öğrenme Süreçleri̇: Bi̇rli̇kte Geli̇şti̇ri̇len Yaklaşimlar

İngi̇li̇z Di̇li̇ Eği̇ti̇mi̇ Öğretmenli̇k Uygulamasinda Öğrenme Süreçleri̇: Bi̇rli̇kte Geli̇şti̇ri̇len Yaklaşimlar

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

Effectiveness of Professional Learning Communities in Ghanaian Basic Schools through the Lenses of Socio-Cultural Theory

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