PLC tools: promoting learning about learning in a teachers’ professional community

Carmi, Tal; Guberman, Ainat; Brandeis, Rachel Cohen

doi:10.1080/19415257.2022.2077409

Cited by 5 publications

(3 citation statements)

References 30 publications

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“…Novice teachers can learn from seasoned colleagues, and together, they can shoulder leadership responsibilities in organizing and facilitating discussions and activities within the community, cultivating a shared sense of ownership and commitment among members. This synergistic leadership approach fosters sustained engagement and participation within the vCoP, in line with the findings by both Xiu et al (2022) and Carmi et al (2022), albeit within the context of traditional CoPs.…”

Section: Discussionsupporting

confidence: 71%

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

Shal,

Ghamrawi,

Abu-Tineh

et al. 2024

Educ Inf Technol

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This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive.

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Section: Discussionsupporting

confidence: 71%

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

Shal,

Ghamrawi,

Abu-Tineh

et al. 2024

Educ Inf Technol

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“…Schaap et al (2019) note the range of tensions teachers experience when participating in a PLC, in relation to the transfer of ideas to practice. The policy imperative to collaborate needs to be tempered by understandings that collaborative learning is itself a lengthy process of development to engender not only collaborative skills but also the skills of a facilitator but relationship trust (Carmi et al 2022).…”

Section: Discussionmentioning

confidence: 99%

Innovation in Teacher Professional Learning in Europe

Jones,

Ostinelli,

Crescentini

2023

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The right of Ken Jones, Giorgio Ostinelli and Alberto Crescentini to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

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“…Such opportunities may come from instructional coaches or facilitators of professional learning communities (PLCs). A PLC is a group of educators collaborating to engage theory and practice and enhance instructional practices and student learning (Carmi et al, 2022).…”

Section: Significance and Contextmentioning

confidence: 99%

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

Barr

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Teachers' engagement in school leadership is one of the most effective means of improving teaching and student learning. Given the complexities of facilitating instructional leadership tasks, school leaders can no longer fully streamline such tasks with fidelity. Therefore, including teachers' knowledge base and skillsets in school-based instructional leadership is crucial to helping school leaders improve instruction and student learning. York- Barr and Duke (2004) concurred in their teacher leadership study, sharing that the expertise of teachers is foundational for increasing teacher quality and advancements in teaching and learning. This qualitative research study explored how teachers' engagement in school-based instructional leadership initiatives influences self-efficacy and collective teacher efficacy (CTE). A teacher's selfefficacy is a teacher's belief in facilitating education behaviors using a unique skill set that will result in the desired outcome. CTE is the shared belief of teachers that their collective behaviors can result in the desired effect. Transformative learning theory was the backdrop of this qualitative study's interpretative phenomenological analysis. The study participants were eight school district teacher leaders serving low-performing Title I elementary schools in the southeastern United States. The research used open-ended questionnaires, semi-structured interviews, and focus groups to collect and analyze the data. The findings suggest the need for teacher leadership platforms at the school level and the parameters necessary for sustainability.

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PLC tools: promoting learning about learning in a teachers’ professional community

Cited by 5 publications

References 30 publications

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

Innovation in Teacher Professional Learning in Europe

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

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