Science Professional Learning Communities: Beyond a singular view of teacher professional development

Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah A.

doi:10.1080/09500693.2013.791957

Cited by 54 publications

(35 citation statements)

References 24 publications

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“…Research on how teachers collaborate to overcome conflict and develop their professional knowledge is crucial. In the study of Jones et al (2013), the greatest change observed in teachers' professional knowledge in the CoP was regarding science assessment strategies. Therefore, in the present study, the distinct feature of teacher's PD in CoPs for student assessment was observed.…”

Section: Communities Of Practicementioning

confidence: 99%

“…Some teachers have reported that they avoid interactions with colleagues with problematic dialogue skills in teacher communities (Jones et al, 2013). Teachers do not wish to participate in communities that involve aggressive or uncooperative teachers.…”

Section: Type Ii: Routine Practicementioning

confidence: 99%

“…Teacher CoPs (Cochran-Smith & Lytle, 1999;Correa, Martínez-Arbelaiz, & Aberasturi-Apraiz, 2015;Wenger, 1998) have been called by different names, such as professional learning communities (Dooner, Mandzuk, & Clifton, 2008;Jones et al, 2013) and teacher learning communities (Gao & Wang, 2014;van Es, 2012). The common assumption is that teachers develop their professional knowledge through sharing lesson plans, instructional strategies, and discussion in the CoP (Garet et al, 2001;Gao & Wang, 2014;van Driel, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…However, at the same time, experienced teachers should also recognize the value of interaction with younger teachers. Some experienced teachers reported disappointing and unacceptable sharing experiences (Jones et al, 2013). To solve this problem, school-based support for establishing effective teacher CoPs is needed.…”

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confidence: 99%

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2017

Eurasia J. Math. Sci. Tech. Ed

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This study examined the interactions of teachers with different professional development (PD) backgrounds in communities of practice (CoPs) formed for student assessment in a South Korean middle school. We analyzed the teachers' collaborative and reflective processes regarding the development, implementation, and feedback processes for student assessment in two CoPs that each consisted of two middle school science teachers. Two different types of CoP were identified: a routine practice CoP and a challenge practice CoP. The routine practice CoP displayed weak interaction between teachers and poor PD, while the challenge practice CoP displayed stronger interaction between teachers and better PD. These two types of CoP were determined by the mutual respect between the teachers. The results of this study can contribute to the development of teacher PD based on its implications for forming teacher CoPs that induce the active participation of members and the formation of mutually respectful relationships among them.

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Section: Communities Of Practicementioning

confidence: 99%

Section: Type Ii: Routine Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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2017

Eurasia J. Math. Sci. Tech. Ed

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“…Teachers' professional knowledge is more influenced by collaborative interactions with colleagues than by independent practice in the classroom (Akerson et al, 2009;Flint, Zisook, & Fisher, 2011;Fultak & Heredia, 2014;Gao & Wang, 2014;Jones et al, 2013;Lewis et al, 2015;So, 2013;Rytivaara & Kershner, 2012;van Driel, 2010). Therefore, it is essential to study teacher communities of practice (CoPs) in order to understand their influence on teachers' PD.…”

Section: Introductionmentioning

confidence: 99%

Communities of Practice for Student Assessment in a South Korean Middle School

Hou¹,

Noh

Seounghey

2017

EURASIA J MATH SCI T

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Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended

Shim,

Thompson

2024

Science Education

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We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75‐min PLC meetings (11 h) and a full‐day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4‐year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co‐developed tools and practices (cultural, social, structural, and expertise resources)—were important. These resources, in combination with emerging teacher leadership (leadership resource) and timely supports, such as school leadership and district‐based funding for sustaining structures for collaboration (leadership and structural resources), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co‐evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts.

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Science Professional Learning Communities: Beyond a singular view of teacher professional development

Cited by 54 publications

References 24 publications

Untitled

Untitled

Communities of Practice for Student Assessment in a South Korean Middle School

Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended

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