Transformational change in instruction with professional learning communities? The influence of teacher cultural disposition in high power distance contexts

Value creation through peer communities of learners in an Egyptian context during the COVID-19 pandemic

“…In developing the questionnaire (in English), we referred to research and previous studies related to PCLs (e.g. Lee and Lee 2018 ) and psychosocial aspects (NZMoH 2016 ) to identify the areas likely to be most affected by the pandemic lockdown. The questionnaire consisted of eight main questions divided into three sections.…”

A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria

“…The framework also allows for more research on which the PLC model can be most effective in producing different types of instructional change. The literature distinguishes between reformation versus transformation of practice (Lee et al, 2018;Philpott & Oates, 2017;Servage, 2008).…”

Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context

“…Given the influence of language on risk taking, it is arguably important for teachers to promote students' risk taking values to support their entrepreneurial and Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice… innovation capabilities (Dietz et al, 2017). Bringing the literature review closer to the Singapore context, research shows that some risk-taking teachers are highly capable in implementing educational reforms and respond to changing student learning needs while others disengage from these initiatives (Lee & Lee, 2018).…”

“…Schools can organize professional development in collaborative formats. For example, research shows that risk-taking teachers inspire their colleagues to innovate as they work together to improve student learning via professional learning communities (Lee & Lee, 2018). These professional development initiatives can help teachers better prepare students for globalized corporate cultures that call for stronger cultural adaptivity (Dietz et al, 2017),…”