Professional Learning Communities Create Sustainable Change through Collaboration

Teague, Ginger M.; Anfara, Vincent A.

doi:10.1080/00940771.2012.11461848

Cited by 15 publications

(7 citation statements)

References 15 publications

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“…To explore professionalism in the ELCC sector in PEI, the researchers utilized a qualitative research methodology (Patton, 2014). The method used to examine the research questions reflects an ontological and epistemological perspective of learning as participation in a community of practice (Cherrington & Thornton, 2013;Teague & Anfara, 2012;Wenger, McDermott, & Snyder, 2002). Questions were explored in a focus-group / small workshop fashion.…”

Section: Methodsmentioning

confidence: 99%

“…Although this research involves a small sample of early childhood educators and directors in PEI, it was clear that some directors are thirsting for additional knowledge, not only to help them support the ECEs who serve the children in their centres, but also for personal and professional satisfaction and confidence to become the leaders of the ELCC system of tomorrow. There are important signals for continued growth of professional learning communities as a means of professional development, specifically for leadership development within this ELCC community (Teague & Anfara, 2012).…”

Section: Developing Leadership In the Ec Field Through Plcsmentioning

confidence: 99%

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Exploring early childhood educators’ notions about professionalism in Prince Edward Island

O'Keefe¹,

Hooper²,

Jakubiec³

2019

J Child. Stud.

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Despite policy changes in a growing number of countries to increase the quality of early years education through the introduction of national curricular frameworks, conceptualizations of early childhood professionals remain distinctly variegated. Early learning curriculum frameworks have become embedded into the 21st-century early learning movement, creating a shift in professional deliverables and system expectations. This study explores how early childhood educators (ECEs) in Prince Edward Island (PEI) understand the concept of professionalism in their everyday practice. The researchers used qualitative methodology and a variety of methods, including workshops, interviews, and field notes, to gain insight into how ECEs understand professionalism. The data was analyzed through thematic analysis and understood through the lens of sociocultural theories of learning that embrace communities of practice as a positive way to promote professional learning. Primary findings explore (1) how ECEs understand professionalism in PEI, (2) positive and negative impacts on their understanding of professionalism in their daily practice, and (3) professional development opportunities that impact professionalism in the early childhood field.

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Section: Methodsmentioning

confidence: 99%

Section: Developing Leadership In the Ec Field Through Plcsmentioning

confidence: 99%

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

O'Keefe¹,

Hooper²,

Jakubiec³

2019

J Child. Stud.

View full text Add to dashboard Cite

show abstract

“…Second, opportunities for teacher collaboration through job-embedded professional development and training should be provided (DuFour & DuFour, 2009; Teague & Anfara, 2012; Woodland & Mazur, 2015). The training should be designed to empower teachers to make informed, experience-based pedagogical decisions in using DI.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Wan

2020

ECNU Review of Education

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Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.

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“…Based on the research and theoretical grounding of Etienne Wenger (1999), CoPs reflect ways in which people learn together around areas of common interestthrough self-directed and shared inquiry, with a focus on developing individual and collective expertise. Teague and Anfara's (2012) review of the existing research in this area revealed that the power of professional learning communities, including CoPs, is their ability to increase the capacity of members by breaking the isolation educators sometimes feel around issues of diversity, social justice, and inclusive education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Professional learning communities, for example, have been utilized by schools and districts as a way to promote shared inquiry and collective learning by promoting mutual respect and trust among their members (Teague & Anfara, 2012). The potential of CoPs in particular derives from having educators come together with "a common interest, passion, or need who commit to learning with and from each other in order to become more effective in their practice" (Communities of Practice: An Introductory Guide, Ball Foundation, 2009).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

Ordoñez-Jasis

Dunsmore²,

Herrera

et al. 2016

Journal of Latinos and Education

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Professional Learning Communities Create Sustainable Change through Collaboration

Cited by 15 publications

References 15 publications

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

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