The relationship between teacher value orientations and engagement in professional learning communities

Ning, Hoi Kwan; Lee, Daphnee Hui Lin; Lee, Wing On

doi:10.1080/13540602.2015.1055447

Cited by 25 publications

(18 citation statements)

References 46 publications

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“…Berry et al (2005) observed that teachers working in professional learning teams improved their instructional strategies based on student data, which enhanced student learning. Ning et al (2016) also found similar results in their investigation of PLCs in Chinese societies. They reported that a “PLC which strives to develop collaborative work cultures for teachers has become a promising approach for enhancing instructional effectiveness and student learning” (pp.…”

Section: Literature Reviewsupporting

confidence: 76%

“…This does not only mean that teachers need to work together to improve their teaching, but also suggests that kindergarten principals should be involved in the building of teacher collaboration. The advent of a PLC is not a superficial change to teacher learning, but allows teachers to have an ongoing commitment to improve their practice through collective efforts (Berry et al, 2005; Ning et al, 2016).…”

Section: Implications For Practice and Researchmentioning

confidence: 99%

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Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Keung

Yin

Tam

et al. 2019

Educational Management Administration & Leadership

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This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.

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Section: Literature Reviewsupporting

confidence: 76%

Section: Implications For Practice and Researchmentioning

confidence: 99%

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Keung

Yin

Tam

et al. 2019

Educational Management Administration & Leadership

View full text Add to dashboard Cite

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“…For BMA schools, PLC represents a new approach to train teachers or is regarded as in-service teacher training. PLC aims to minimize the variability in teachers’ expertise in academic subjects and experiences in student engagement (Ning et al , 2016; and Vanblaere and Devos, 2015). In this pilot project, PLC also includes students.…”

Section: Discussionmentioning

confidence: 99%

“…In other words, Design Thinking brings about a change in how teachers should prepare and develop a lesson plan, and helps highlight the importance of student engagement. It reflects the efforts to blend a student-centered approach into pedagogical practices (Matthews and Wrigley, 2017; Ning et al , 2016; and Razzouk and Shute, 2012).…”

Section: Discussionmentioning

confidence: 99%

Integrating Design Thinking into peer-learning community

Phusavat

Hidayanto

Kess

et al. 2019

Journal of Workplace Learning

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Purpose This study aims to develop a pedagogy which would help a school become a workplace for learning and professional development. Essentially, this objective addresses the following critical question. How can a school become an attractive workplace where learning and professional development of teachers positively contribute to better teaching and learning for the students? Design/methodology/approach The research is considered as a case study. The pilot project or experiment has taken place at Mattayom Suwitserianusorn School which is part of Bangkok Metropolitan Administration. Design Thinking and Finnish practices have been explicitly integrated into peer-learning community (PLC). Design Thinking, through the use of empathy, helps highlight the interrelationships among motivation, emotion and cognition of students. Follow-up meetings provide insights into teacher’s professional development and impacts on student’s learning. The verification is based on award and recognition gathered over the past years for students and the school. Findings PLC helps improve a school as a place for learning and professional development. The significance of integrating Design Thinking is extensively discussed. The project shows how co-teaching can be applied, given a proper selection of a problem. Higher motivation and better behavior among students are noticeable. The pilot project reinforces the importance of PLC in the current pedagogical development as it helps transform a school into workplace learning for both teachers and students. Blending Design Thinking helps strengthen the sustainability of PLC, as a lesson plan should be revised according to the students’ background and needs. Research limitations/implications The study responds to the call by several international studies for better pedagogical development and in-service training for teachers’ continuous learning and professional development. More vigorous comparisons with other schools will be needed to help verify the study’s findings. This is due to the need to have a longitudinal study of PLC’s impacts. Practical implications For teachers, an understanding of their common interests and the recognition on the need to learn from one another is important. For students, an understanding of their psychology and emotional intelligence through the use of Design Thinking is highlighted. Motivation, emotion and cognition of students are interrelated and can help transform a school into learning space. Originality/value The study contributes to the transformation of a school as a workplace for learning and professional development which is based on the aforementioned pedagogical development. Also, Design Thinking helps strengthen PLC as an alternative pedagogical practices.

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“…Las CPA fueron diseñadas desde la teoría de aprender haciendo, célebremente desarrollada por J. Dewey en Norteamérica, en su implementación han permitido la generación de múltiples innovaciones en diversas escuelas a partir de una clara organización inicial desde el equipo directivo y la orientación de las prácticas docentes al logro de aprendizajes en todos los estudiantes por medio de la colaboración entre profesores (DuFour, 2004;DuFour, DuFour, Eaker, & Many, 2010;DuFour & Mattos, 2013;Roberts & Pruitt, 2009). Las investigaciones publicadas en las últimas décadas sobre el impacto de las CPA en establecimientos educativos de diversas características, indican la pertinencia del modelo para fomentar y destacar las capacidades de los profesionales de una escuela, además evidencia la influencia positiva del modelo en el clima escolar y en la satisfacción de los docentes con su trabajo como profesionales de la educación, como lo ha presentado especialmente en contextos norteamericanos (D'Ardenne et al, 2013;Dogan, Pringle & Mesa, 2015;Ning, Lee, & Lee, 2015;Owen, 2014)"id" : "ITEM-1", "issued" : { "dateparts" : [ [ "2013", "4", "12" ] ] }, "page" : "n/a-n/a", "title" : "PLCs In Action: Innovative Teaching for Struggling Grade 3-5 Readers", "type" : "article-journal" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=a1f51231-a0e4-428b-a0a0-1afbaf199e3b" ] }, { "id" : "ITEM-2", "itemData" : { "DOI" : "10.1080/13540602.2015.1055447", "ISSN" : "1354-0602", "abstract" : "The development of teacher professional learning communities (PLC. En la tabla siguiente se han resumido parte de los hallazgos referidos a la implementación de las CPA en diversos contextos según indicadores de alta relevancia para la mejora escolar: Tabla 1.…”

Section: El Modelo De Comunidades Profesionales De Aprendizajeunclassified

Análisis del modelo de Comunidades Profesionales de Aprendizaje a partir de la indagación en experiencias de colaboración entre profesores

Molina

Sepúlveda

2018

Estud. pedagóg.

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The relationship between teacher value orientations and engagement in professional learning communities

Cited by 25 publications

References 46 publications

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Integrating Design Thinking into peer-learning community

Análisis del modelo de Comunidades Profesionales de Aprendizaje a partir de la indagación en experiencias de colaboración entre profesores

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