Unpacking the roles of the facilitator in higher education professional learning communities

García, Leonor Margalef; Roblin, Natalie Pareja

doi:10.1080/13803611.2016.1247722

Cited by 35 publications

(32 citation statements)

References 27 publications

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“…For example, PLC in Higher Education Systems' have been proved that the implemented was created the conditions where educators support one another's practice in PLCs, educator's feel more confident and develop a strong sense of self-efficacy; they believe in their ability to influence student learning and make a difference in student outcomes and achievement. This appears to strengthen teachers' commitment to working collaboratively with their peers and improving their instruction to meet students' needs (Margalef & Pareja Roblin, 2016).…”

Section: Background Of the Studymentioning

confidence: 99%

Professional Learning Community (PLC): Approach to Enhance Students' Achievement in Language Learning at Public University, Malaysia

Othman¹,

Jamian²,

Sabil³

et al. 2020

ujer

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Professional Learning Community (PLC) is a form of self-development for educators which has been known internationally and currently through the phase of implementation in Malaysia. Purpose of this study was focused on PLC implementation that had been applied widely in Higher Education Institution (HEI) which; 1) to identify the relationship between educators' comprehension, readiness and strategies for language learning, and 2) to form a predictive model of relationship between educator's knowledge, preparation and strategy toward improving student's language learning. Three dimensions of PLC which comprehension, readiness and strategies in PLC were analyzed by using SPSS and AMOS. Three hundred sixty students and five lecturers involved as respondents. Correlation analysis and structured equation modeling were used to answer the research objectives. Qualitative data as the predictive model achieved a good fit value of RMSEA=.055, GFI=.980, CFI=.981, TLI=.983 and Chisq/df=2.164. Interview data of 5 educators showed that decency was the main key theme in improving student language learning achievement. The implementation of PLC that related to language as well decency learning had given a new approach in teaching, particularly for educators and students in a language course. The predictive model can be used as primary source guidelines in elevating the Malay language at a higher level, especially for next researches. Secondary source supported the findings. Results showed that there were significant values derived from the relationship between comprehension and language learning (r=.401, p=.000), the relationship between readiness and language learning (r=.541, p=.000), and the relationship between strategy and language learning (r=.891, p=.000).

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Section: Background Of the Studymentioning

confidence: 99%

Professional Learning Community (PLC): Approach to Enhance Students' Achievement in Language Learning at Public University, Malaysia

Othman¹,

Jamian²,

Sabil³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…As the studies by Linder (2011), Lohuis et al (2016) and Patton et al (2012) showed, it is essential to offer support that is attuned to the progress of the TDTs' design process and to help teachers to structure the design activities. In order to achieve this, recent studies have also acknowledged the variety of roles that facilitators fulfil while supporting teacher teams, ranging from a coordinator role to supporting the community-building within the team (e.g., Margalef & Pareja Roblin, 2016).…”

Section: External Supportmentioning

confidence: 99%

Identifying Needs for Support to Enhance Teachers’ Curriculum Design Expertise

Huizinga

Nieveen

Handelzalts

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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Teachers’ understanding of curriculum reform and their ownership regarding the reform are expected to be promoted by having them fulfil the role of designer. However, despite these positive expectations about teachers who take an active designer role, several studies have shown that teachers lack the knowledge and skills needed for proper curriculum design. The assumption underlying the study reported in this chapter is that teachers need support during collaborative design in order to enhance their curriculum design expertise. This chapter presents and discusses the support offered to promote teachers’ curriculum design expertise during a collaborative curriculum design project conducted within the frame of a national reform in the Netherlands.

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“…To achieve the efficient organization of work-based training, it is important to consider the significant awareness by production personnel of their involvement in the industry community of practice (Reed & Pabernethy, 2018). For this reason, it is essential for Master's studentsfuture education providers -to understand that corporate culture learning is relevant to company's employees (Becuwe, Tondeur , Roblin, Thys, & Castelein, 2016;Margalef & Roblin, 2016). Culture translation is known to be a concept of traditional didactics.…”

Section: Resultsmentioning

confidence: 99%

Teacher Training for Masters Of Engineering: Didactic Analysis

Dorofeev¹,

Bukalova²

2019

ARPHA Proceedings

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Changes in the educational system of the Masters of Engineering degree programsecond cycle technical higher educationare driven by the dynamic development of the post-industrial society. A new management culture based on the set of corporate values is being developed in the field of technical production. A multi-panel study identified a demand of major stakeholders for Masters of Engineering having competencies that reflect their willingness to organize the process of teaching corporate culture to production personnel. This competency type is implemented as a specific work-based educational activity. In this regard, the second cycle of engineering education shows an issue of teacher training for Master's students, which was previously not emphasized. Master's students are required to be trained to teach not only at higher educational institutions but also in a production management environment. This peculiarity determines the innovation of the above educational process component of the Masterэs Degree program. This paper analyzes the didactic specifics of the educational activity aimed at teaching corporate culture to production personnel. The paper also specifies the position of a facilitator that replaces that of an expert teacher and formulates the academic problem of teaching to Master's students of specific didactic tools appropriate for corporate culture development.

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Unpacking the roles of the facilitator in higher education professional learning communities

Cited by 35 publications

References 27 publications

Professional Learning Community (PLC): Approach to Enhance Students' Achievement in Language Learning at Public University, Malaysia

Professional Learning Community (PLC): Approach to Enhance Students' Achievement in Language Learning at Public University, Malaysia

Identifying Needs for Support to Enhance Teachers’ Curriculum Design Expertise

Teacher Training for Masters Of Engineering: Didactic Analysis

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