Why some teachers are not likely to engage in Professional Learning Communities (PLCs) designed for teachers’ professional development to help them adapt to educational innovation
The purpose of the present study was to consider the reasons of teacher’s non-engagement of Professional Learning Communities (PLCs) and how to implement effective professional learning in schools. Teacher’s experience of PLCs is explored in the study, as well as how to embed professional growth in teacher’s point of view. Participants who are teachers from VIU Educational Department who volunteered to participate in this study. Nine out of 38 participants completed an online survey including Likert scale and open-ended questions via SurveyMonkey. The results of the study released that time management, collaboration and leadership were three major factors that affect teachers’ involvement in PLCs. Professional Growth and common mission were also concerned by participants. For further study, clear collaborative mode should be explored. The relationship between teacher’s empowerment and inquiry mindset is also worth to considered.
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Professional learning community focused on assessment for learning: teachers’ reported levels of adoption and changes in attitude MacDowell, Venessa M. (Electronic version published by Vancouver Island University, 2010-05)The empirical evidence on changing educators’ assessment practices shows what pedagogical changes effectively increase student achievement, but the question remains about how to support educators in making the necessary ...
The reported effects of collaborative coaching on the professional learning and growth of participating secondary school teachers McLaughlin, Barbara (Electronic version published by Vancouver Island University, 2010)This mixed methodology study, using comparative and content analysis, examined how engaging teachers in collaborative coaching enhanced the professional learning and growth of the participating teachers. Six secondary ...
Teacher professionalization in the age of social networking sites: Identifying major tensions and dilemmas Kimmons, Royce; Veletsianos, George (Learning, Media, and Technology, 2015)As teacher education students become professionals, they face a number of tensions related to identity, social participation, and work-life balance, which may be further complicated by social networking sites (SNS). This ...