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Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers' learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders' perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers' reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the experiences of a professional learning community (PLC) composed of six secondary math teachers enrolled in a graduate math methods course. Through the discussion of educational texts and collaborative inquiry, the teachers identified classroom challenges they aimed to address through individual action research projects. The PLC provided a supportive environment for teachers to share their processes, receive peer feedback, and collectively reflect. This study underscores the value of action research and PLCs in driving educational improvement. By engaging in structured inquiry within a collaborative setting, teachers gained insights into pedagogical issues, developed targeted incremental interventions, and contributed to the broader discourse on math education pedagogy. The collaborative PLC model facilitated reflective practice, challenged assumptions, and empowered teachers as agents of change. Implications for teacher professional development, instructional practices, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Kastamonu Education Journal / Kastamonu Eğitim Dergisi is the property of Kastamonu Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers' participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise. [ABSTRACT FROM AUTHOR]

Few existing research examines the relationship between transformational leadership and professional learning communities. This study aims to explore the relationship between transformational leadership and professional learning community components from the perspective of teachers in the Chinese context. A total of 385 primary school teachers participated in the questionnaire survey. This quantitative study used the 12-item Multifactor Leadership Questionnaire and the16-item PLC scale. The structural equation model showed a good fit. The results showed that transformational leadership had a significant positive effect on professional learning community. Moreover, it has a significant impact on all four components of PLC, namely, organizational learning, shared responsibility, reflective dialogue, de-privatized practice. Transformational leadership conflicts with Chinese Confucian culture on some core features, which provides valuable cases for research on the applicability of transformational leadership in different contexts. At the same time, it also provides empirical evidence for the study of the relationship between transformational leadership and professional learning communities. [ABSTRACT FROM AUTHOR]

Across jurisdictions, new and experienced teachers are expected to engage in ongoing professional learning that centers context, student learning, and teachers as adaptive instructional designers. The present study examines one such professional learning opportunity. From 2017 to 2020, a university teacher education program partnered with a school division in Alberta, Canada, to create a professional learning community (PLC) for instructional design. Pre- and in-service teachers jointly participated in 12-month cycles of formal workshops, sustained practicum placements, and iterative opportunities for co-learning and reflection to strengthen their skills as instructional designers, with a specific focus on a design thinking approach. Semistructured interviews conducted between June 2020 and June 2021 with six pre- and in-service teachers who had participated in the PLC identified five key themes: (a) a sense of willingness, (b) teaching for innovation, (c) creating space to change practices, (d) a notion of 'currency', and (e) collaboration across stakeholder groups. Participants' insights offer situated examples of how such collaboration may extend knowledge sharing across pre- and in-service boundaries to provide multilevel supports for teacher-led professional learning. [ABSTRACT FROM AUTHOR]

We present a multiple case study wherein one institution established new communities of practice supporting graduate student instructors teaching coordinated courses in the presence of minimal existing resources and funding. This was accomplished by partnering with and adapting resources from another institution; one with a well-established community-driven curriculum structure. In particular, we detail a potential model for similarly seeding a new community of practice by describing amounts of time and attention for adapting curriculum materials. We also detail how a professional learning community approach can be leveraged to build curriculum structures that can sustain an equitable community among instructors. [ABSTRACT FROM AUTHOR]

This study investigated the level of professional learning communities (PLCs), teachers' professional development (PD), and their relationship in Greek primary schools. This quantitative survey, which included 428 Greek public primary schools, yielded 674 and 571 responses regarding PLCs and PD, respectively. Hord's five PLC dimensions were measured using the Professional Learning Communities Assessment-Revised questionnaire. The National Staff Development Council's 12 standards/three PD dimensions were measured using the Standards Assessment Instrument. The findings revealed that primary schools function as PLCs, but at the second implementation level, thus not refining their culture or becoming mature PLCs. Teachers' PD experiences focused more on the content of their professional learning, whereas the standards of research, assessment, and learning communities presented lower averages. The non-significant, low-degree, and negative correlation between PLCs and PD indicates that, as schools do not provide sufficient job-embedded PD experiences, teachers' PD is based on individual initiatives rather than schools' needs/learning/development. [ABSTRACT FROM AUTHOR]

Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university–school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level. [ABSTRACT FROM AUTHOR]

The Partnership for the Development and Success of Science Education in Secondary Schools project seeks to improve science education by fostering a dynamic environment for professional development and teacher-led inquiry within professional learning communities (PLCs). Addressing the long-standing problem of outdated pedagogical approaches, the initiative encourages secondary science teachers to actively engage in action research to identify and/or address student misconceptions of scientific concepts. Through collaboration with professional development leaders and university experts, teachers are empowered to implement and refine evidence-based instructional strategies and cultivate a culture of ongoing professional growth and reflective practice. The partnership emphasizes the importance of bridging the gap between educational research and classroom practice to improve the quality and effectiveness of science education. The project aims to bring about a positive change in teachers’ instructional practices and reflections and an increased alignment with contemporary educational standards and evidencebased practices. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on working conditions. However, a comprehensive review of the current challenges experienced by the Under 3 s early years educators and the examination of the imbalances in workforce policy and working conditions on literature, has thus far not been conducted. Three themes are identified related to the professional developmental path within the school settings that the Spanish ECEC educators follow. The first relates to the educators' initial ECEC education and training, who the staff caring for this age group are, and how prepared they are. The second is linked to the ECEC programs available for children from birth until they reach three years, and how and where the inclusive programs are delivered to this age group, as well as the early years educators' working conditions and the impact of the professional roles. Whereas the third relates to in-service professional development derived from interaction and collective learning. The article concludes with suggestions on how the practitioners' professional development could operationalise policy requirements in order to achieve more inclusive and child-centred learning. [ABSTRACT FROM AUTHOR]

This study's main objective was to use structural equation modeling to examine the direct effects of teachers' amotivation, identified regulation, external regulation, introjected regulation, and intrinsic motivation on PLC development in Ethiopia's Awi administrative zone's primary and middle schools. For this purpose, a correlational quantitative study design was used. The arbitrarily selected 342 primary and middle school teachers were the major data sources through a questionnaire. The findings of this study confirmed that unlike identified regulation, introjected regulation, and amotivation, teachers' intrinsic motivation for continuous professional development and external regulation has a significantly positive and strong direct effect on building a professional learning community in schools. Besides, teacher intrinsic motivation fully mediated the influence of introjected regulation and identified regulation on enhancing professional learning communities, but amotivation and external regulation did not. In conclusion, the study underscores the critical role of intrinsic motivation in fostering PLC development in schools. Educational stakeholders should prioritize initiatives that promote teachers' intrinsic motivation, autonomy, and sense of purpose to cultivate vibrant learning communities. Plain language summary: Investigating how teachers' drive for ongoing professional growth connects with the formation of Professional Learning Communities through structural equation modeling This study aimed to investigate how various types of teachers' motivations affect the development of Professional Learning Communities (PLCs) in primary and middle schools within Ethiopia's Awi administrative zone, using structural equation modeling. A correlational quantitative design was employed, gathering data from 342 randomly selected teachers via a questionnaire. The study found that intrinsic motivation and external regulation significantly and positively impact the establishment of PLCs, unlike identified regulation, introjected regulation, and amotivation. Intrinsic motivation also fully mediated the effects of introjected and identified regulation on PLC enhancement, while amotivation and external regulation did not have this mediating effect. In conclusion, the research highlights the crucial role of intrinsic motivation in developing PLCs. It suggests that educational stakeholders should focus on initiatives that boost teachers' intrinsic motivation, autonomy, and sense of purpose to create effective learning communities. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to understand how to develop, support and utilize professional learning community (PLCs) to build organizational capacity to support teacher learning and collaboration. Although literature highlights the importance of leadership in creating a PLC, there is little research on specific actions leaders can take to create an authentic, sustainable PLC. Design/methodology/approach: We employed a multicase study approach at three school sites within the same district. Our research was guided by the following questions: (1) How are learning communities developed and sustained in school settings?; (2) What is the role of administrators in cultivating learning communities?; and (3) What factors contribute to and hinder the success of learning communities? Findings: Despite being in the same school district, the three schools' PLCs operated differently. The schools displayed characteristics of PLCs, with minimal implementation of all components. Developing a professional learning community at all three sites began with implementing structural factors and mandating specific activities such as weekly grade-level planning. Social factors were much more complex to control by administration, affecting the fidelity of learning and collaboration within the PLCs. Originality/value: Although the literature highlights the importance of leadership in creating a PLC, there is little research that supports specific actions leaders can take to create an authentic, sustainable community of practice. In addition, there is limited literature supporting how administrators use PLCs to build organizational capacity and support teacher learning. Our study contributes to building the empirical knowledge base related to these two areas. [ABSTRACT FROM AUTHOR]

This paper focuses on the development of professional learning communities (PLCs) in schools, which are communities of educators tasked with improving student learning outcomes. The purpose of this paper is twofold. First, the paper explores the central tenets of an effective PLC and contributes a definition of the concept to address much of contextual ambiguity found within the literature. Secondly, the paper employs this definition to inform the development of a conceptual framework for understanding effective PLC operation in schools, which can be used as a guide for PLC implementation at both the school and system levels. [ABSTRACT FROM AUTHOR]

The objectives of this research were to study and develop a learning management model that enhances creative self-directed learning skills among school students in Thailand and to prepare policy proposals and practical approaches for implementation in educational institutions. The study was conducted using a research and development methodology in four steps: literature review, development of a learning management model, model testing in sixteen classrooms with a total of 501 learners, and evaluation of the model's effectiveness for enhancing creative self-directed learning skills. The research results revealed that effective learning management models for enhancing creative self-directed learning skills consist of principles, objectives, and learning management procedures with well-defined roles for teachers and learners and continuous evaluation. As teachers play a role in coaching learners, they should engage, empower, and enliven their students according to the context of learning management and the nature of the learners. Testing of the learning management model found that elementary and secondary learners both developed their creative self-directed learning skills with statistical significance at the 0.01 level. The researchers propose a policy to promote self-directed learning management in educational institutions. [ABSTRACT FROM AUTHOR]

Maintaining a commitment to social justice teaching can be especially challenging when navigating the bureaucratic systems and ever‐spiraling responsibilities of the education system. To better understand how social‐justice‐oriented educators navigate these tensions, this paper uses qualitative methods to investigate the social justice problems of practice identified by five chemistry teachers in a year‐long professional learning community. By analyzing the challenges described in their problem‐posing segments, I identify seven major themes that represent key sources of tension and possibility as teachers move from theory to practice in teaching chemistry for social justice. These findings indicate that the practical considerations of day‐to‐day teaching practice create the most salient tensions when moving from theoretical ideas of social justice to a deeply integrated enactment of social justice teaching. Through a deeper analysis of two cases, I demonstrate the effects of discussing problems of practice with a group of teachers who had similar disciplinary backgrounds and ideological stances. These discussions shifted the tensions from potential barriers to areas of possibility in which they were able to enact new ideas within the confines of their context. Taken together, these findings indicate that developing social justice educators requires attention to navigating the practical details of teaching from a social justice lens. [ABSTRACT FROM AUTHOR]

Introduction: Professional learning communities provide a framework and process for continuous learning and professional growth of teachers. It is because, based on the general policies of creating transformation in the education system, the development of teachers' participation depends on the process of improving educational, research, and cultural programs. Based on this, teachers need to have critical problem-solving skills and the power of divergent thinking to respond to the necessities of life. In addition, for living in the future society, which is rightly named the age of knowledge and information, professional learning communities for teachers will provide the basis for proposing various ideas, and it is something that can be an answer to coordinate with educational developments. Therefore, the need for a conceptual model of the professional learning community in teaching and learning is something that is becoming more apparent day by day. Because the basic purpose of professional development, which is also known as employees development, is to empower them to accept responsibility from a different perspective or to use new strategies. In professional learning communities, teachers and administrators of a school continuously seek to learn and share knowledge and act on their learning. The purpose of this learning is to increase their effectiveness in teaching students effectively. The lack of ability to create various interactions between users and the lack of a favorable environment for social participation are matters of interest in this field. Therefore, this research aimed to design a conceptual model of the professional learning community of secondary school teachers in Khuzestan province. Method: The research was of the developmental-applied research type and qualitative method. In this research, the approach of the qualitative part of the research was based on the database theory and the data collection tool of semi-structured interviews with 18 university professors and experts, and activists in secondary schools. The data were analyzed using the grand theory analysis method. The obtained data were processed during 3 steps of open, central and selective coding. Atlasti software was used to analyze and interpret data. Results: 18 interviews were analyzed with 169 open codes, and with Strauss and Corbin's paradigm model, 17 core codes (causal conditions included, 4 core codes 1-individual factors with the categories of individual health, personality pattern and individual values 2-group factors including the categories of participation, teachers' solidarity 3-organizational factors with the categories of organizational values and organizational will 4-social factors including the categories of social solidarity and social accountability; the platform conditions include 3 core codes and 7 categories including 1-group platforms including the category of education 2-organizational platforms including the categories of organizational culture , organizational climate 3- Individual platforms including the categories of managerial characteristics, functional skills, career development and expertise and experience; intervention conditions including 1- organizational interventionist with the categories of executive and legal obstacles and informational and motivational obstacles 2- social interventionist including the categories of social conditions and Economic political conditions; the conditions of strategies include 1- individual strategies including the categories of selection and appointment, educational interventions and knowledge management 2- group strategies including the category of organizational communication management 3- organizational strategies including the categories of collaborative management, structural changes, evidence-based management and support of Educational systems 4- Social strategies including the categories of educational foundation, cultural foundation and development of trust in the society; and the conditions of the consequences including 1- Individual consequences including the categories of improving the mental state, improving the psychological state and improving the job attitude 2- Group consequences including the category of cooperation and group participation 3- Organizational consequences including the categories of service quality improvement, stakeholder satisfaction, organizational dynamism and agility, vitality Organizational and organizational citizenship behaviors 4-Social outcome included the categories of social capital development and social well-being. Discussion: For the success of an education and training system, it is necessary to create and pay special attention to professional learning communities in the educational systems, and the more active professional learning communities exist in an educational system, the more successful the system will be. Therefore, based on the results of the current research, 1- providing opportunities and necessary conditions for the formation of positive and constructive changes and transformations in the school according to the needs of the society and helping people to accept these changes and go along with them 2- Providing suitable facilities and conditions for the access of teachers and the school staffs to important and key information for better educational decision-making, learning and teaching 3-Continuous monitoring of teachers' success and timely appreciation of them, especially when this success is only the result of teachers' group contributions 4-Appropriate use of opinions and suggestions of teachers, parents and the administrative staff of the school to solve school problems by providing areas for active participation, substitution and voluntary transfer of authority to them. 5- Creating an organic structure in the school based on dynamic and flexible relationships to transform it into a learning environment by reducing concentration and creating a fluid process in Information flow, experience sharing and doing things are recommended. [ABSTRACT FROM AUTHOR]

Educational institutions regardless of context have been compelled to embed blended teaching as one of the orthodox instructional modes. The precursor for successful implementation of blended teaching is insight into current teacher competence with blended teaching and enhancement measures needed. This paper examines the perception of teachers on the current status of blended teaching competence and the relationship between participation in professional learning communities and blended teaching competence enhancement among high school teachers in Vietnam. The data comprised high school teachers' impressions of blended teaching in high schools, collected through survey questionnaires. Data analysis was done using descriptive statistics and Pearson Correlation. Findings reveal that teachers perceive the current status of blended teaching competence for high school teachers in Vietnam as moderate. Findings also unveil a very low positive but statistically significant relationship between participation in professional learning communities and blended teaching competence enhancement. This meaningful relationship serves as the foundation for broadening this study's scope to include the investigation of establishing a professional learning community that meets the needs of teachers in blended teaching competence enhancement. This research initiates to help instructors raise awareness about the significance of blended teaching in the context of today's digital change in education. The suggestions are supplied to stakeholders as a valuable option for implementing and assisting teachers in developing blended teaching competence. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Development Research is the property of Teacher Development Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research investigates the potential of Lesson Study to develop teachers' professional community. Situated in two case study schools, Doone and Crannog (both pseudonyms), where mathematics teachers participated in multiple, successive cycles of Lesson Study over the course of one academic year, the research details the development of teacher community through teachers' conversations and reflections. Data was generated through audio recordings of teachers' Lesson Study meetings and individual interviews with participating teachers. Analysis is based on a framework of professional teacher community which describes discrete phases of development from beginning to mature. Findings from the research suggest that groups of teachers may begin their Lesson Study work at different stages of evolution of teacher community and that Lesson Study has the potential to strength and develop such community over successive cycles. The research demonstrates that teachers' participation in Lesson Study can provide them with opportunities to recognize and express communal responsibility for individual growth of colleagues, a key feature in the formation of teacher community. The research also highlights the importance of navigating fault lines or differences in ideas and opinions during the Lesson Study work. Findings may offer guidance to facilitators of Lesson Study on elements of teachers' collaborative work which may benefit from additional focus, such as productively engaging with conflict within a group. This research contributes to the literature on Lesson Study in outlining how this model of professional development may provide a powerful structure within which teacher community can be developed. [ABSTRACT FROM AUTHOR]

Background/Motivation: This article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers’ professional capital. Aim: The study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capital, (2) investigating suggestions from LA for assessing and improving professional capital, and (3) examining variables studied in enhancing the most intricate dimension of professional capital using LA. Methodology: To address the research objectives, a systematic review was conducted focusing on the key concepts “learning analytics” and “professional capital.” Following the procedures outlined encompassed in four stages: identification, screening, inclusion, and adequacy. The PRISMA 2009 protocol guided the systematic review process. Principal findings: The findings of the study underscore the efficacy of LA as a catalyst for improving professional capital, particularly through collaborative learning and the utilization of tools like forums and online learning platforms. Social capital emerges as a pivotal component in integrating diverse types of professional capital, fostering opportunities for knowledge creation and social networking. Conclusion/Significance: In conclusion, the study highlights the paramount significance of addressing teachers’ professional capital development through collaborative approaches and leveraging technology, particularly in primary education. The article concludes by emphasizing the imperative for more research and knowledge dissemination in this field, aiming to ensure equity in learning and address the challenges posed by the COVID−19 pandemic. [ABSTRACT FROM AUTHOR]

While initial teacher education (ITE) has been acknowledged as an important process for improving the quality of education by preparing future teachers, less attention has been paid to the support of the continuous professional learning of teacher educators (TEs). This study reports on the supporting processes and tools for a collaborative inquiry-based systematic reflection of five TEs and the effects of their use in constructing professional knowledge about ITE. The reflective written reports and reflective discussions of the TEs are thematically analysed to show the focus of inquiry, the links among inquiry, reflection, and action, as well as the contributing role of collaboration within a professional learning community (PLC). The results show that the TE inquiry was a continuous process of exploring the beliefs, understandings, and participation of pre-service teachers (PSTs) during teaching; the impact of the teaching context on TE actions and decisions; and the ways in which their collaboration enhanced professional learning. The inquiry results informed the reflections and practice design of TEs. Guiding questions, sustained interactions among the PLC members, and support from a facilitator created opportunities for the collaborative construction of the professional learning of TEs. This article provides TEs or/and facilitators of PLCs in teacher education with a methodology for supporting professional knowledge through collaborative inquiry and reflection. [ABSTRACT FROM AUTHOR]

This article presents a review of 70 empirical articles focussing on professional learning communities (PLCs) for teachers in the Global South. The review highlights an upward trend in the quantity of the publications on PLCs from 2010 onwards. The evidence suggests that PLCs could be initiated as a result of a mandate, a project of professional development, or needs for mutual support of teachers. This latest review identified evidence on some potential impacts of teachers' authentic participation in PLCs on their collaborative professional learning, efficacy, innovative teaching, and interpersonal trust building. The conditions for developing and sustaining PLCs include strong leadership support, readiness of infrastructure, focus on learning and teaching, and quality of trusting relationships. The article concludes with some recommendations to diversify and strengthen the evidence base of PLCs and to move forward with this significant model of professional development in the Global South. [ABSTRACT FROM AUTHOR]

External program review is often considered the "gold standard" approach to evaluating academic programs in higher education. Despite the importance of program review, skepticism persists regarding its ability to meaningfully engage faculty and have sustaining impact on program improvement. This paper builds on the academic Program Review Learning Community conceptual model and presents a process for applying a project management facilitation technique that leverages a course structure. The Program Review Course allows for multiple programs to be reviewed concurrently as part of an interdisciplinary cohort. Within the cohort, faculty teams gain access to templates, information sessions, workshops, and discussion forums, with opportunities for engagement both within and across multiple disciplines. Using learning modules, this approach is designed to create efficiency and collaboration in delivering program review tools and customized supports. Utilizing a course structure for program review fits well with a new way to think about program review because successful learning communities are often embedded within institutional structures. Use of this approach is expected to increase clarity and consistency, improve administrative feasibility, provide guidance for those new to program review, promote collegiality within and across programs, and involve team members in the creation of action planning. The authors propose that a course-based approach for conducting program review, with teams of disciplinary faculty joining an interdisciplinary cohort and supported by quality assurance practitioners and educational developers is a novel way to provide structure and academic development while meeting legislative requirements. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education & Learning / Pedagógusképzés is the property of Teacher Education & Learning / Pedagoguskepzes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research proposes a deep learning method for classifying student behavior in classrooms that follow the professional learning community teaching approach. We collected data on five student activities: hand-raising, interacting, sitting, turning around, and writing. We used the sum of absolute differences (SAD) in the LUV color space to detect scene changes. The K-means algorithm was then applied to select keyframes using the computed SAD. Next, we extracted features using multiple pretrained deep learning models from the convolutional neural network family. The pretrained models considered were InceptionV3, ResNet50V2, VGG16, and EfficientNetB7. We leveraged feature fusion, incorporating optical flow features and data augmentation techniques, to increase the necessary spatial features of selected keyframes. Finally, we classified the students' behavior using a deep sequence model based on the bidirectional long short-term memory network with an attention mechanism (BiLSTM-AT). The proposed method with the BiLSTM-AT model can recognize behaviors from our dataset with high accuracy, precision, recall, and F1-scores of 0.97, 0.97, and 0.97, respectively. The overall accuracy was 96.67%. This high efficiency demonstrates the potential of the proposed method for classifying student behavior in classrooms. [ABSTRACT FROM AUTHOR]

STEAM education puts professional learning communities on the agenda by requiring teacher collaboration along with disciplinary integrity. In this study, a professional learning community in STEAM education was investigated by observing 49 teachers from different disciplines working in different districts during 16 weeks of interdisciplinary training and their practice with students. Teachers' perceptions of skills teaching self-efficacy, design selfefficacy and perceptions of interdisciplinary teaching were assessed using pre-post tests. The research concluded that the STEAM professional learning community study positively improved teachers' perceptions of skill teaching self-efficacy and interdisciplinary teaching, but was not sufficient to develop design self-efficacy. It was found that teachers' views of practice were positive and that interdisciplinary collaboration contributed to this. In light of the research findings, it was suggested that the use of professional learning communities in STEAM education may be an effective example of the interdisciplinary functioning of hands-on workshops. [ABSTRACT FROM AUTHOR]

Copyright of Excellence & Innovation In Learning & Teaching is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord's five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants' collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC's effectiveness. However, our findings revealed no significant increase in participants' overall collective efficacy, a group's shared belief that together they can achieve a desired result. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

The present study explores the specific outlines and implementation characteristics of teacher training programs for teaching as a second career. These programs stand out for being socio-educational, aiming to foster leadership and generate a social value-based change through education. The study is based on a qualitative approach using case study methodology, and draws upon staff's interviews, meeting protocols, programmes' documents, and course syllabi. The findings reveal how these programs' content, structure, guiding principles, mode of operation, and the professional community of the staff collectively contribute to equipping teachers with the skills and mindset necessary for their socio-educational mission. The article presents a transition from a traditional worldview emphasising content-teaching skills to a holistic one where the teacher is a change leader. The study may offer a path for the designers of teacher education programs who wish their programs to lead to socio-educational change. [ABSTRACT FROM AUTHOR]

A study showed Malaysian students were unable to achieve the minimum standards in Mathematics and Science subjects, prompting the need for educational reformation. With this, educators need to inculcate Professional Learning Community (PLC) to enhance the teaching quality. This study explores secondary school principals' PLC practices and experiences to improve student achievement in Klang, Malaysia. The qualitative case study was conducted using randomly selected two secondary school principals in Klang. The interview session comprised four interview questions and was conducted via an online platform. The results showed two common PLC practices which are annual meetings and observation. The challenges faced by school principals to implement PLC were time factors, lack of budget, and teacher attitudes. The factors hindering students' learning achievement were family background, lack of focus on education, and teachers' resistance to change. The roles of principals to curb these issues were collecting data on students' learning achievement, equipping teachers with knowledge and resources, being good role models, and building relationships with parents. This study highlighted that school principal 1 has shown unique ideas and approaches in improving students' learning achievement compared to school principal 2. The study suggests using descriptive analysis using more than one group of participants. [ABSTRACT FROM AUTHOR]

The Coronavirus disease (COVID-19) propelled learning to use Fourth Industrial Revolution technologies among lecturers to cope with the transition from face-to-face to remote online teaching. While learning to use these new technologies, lecturers had to unlearn their dependence on 20th century teaching methods. This qualitative study used a case study design to report mathematics education lecturers’ reflections on using Fourth Industrial Revolution technologies in their teaching to promote student learning during the COVID-19 pandemic. The research question was: What strategies did mathematics education lecturers find relevant for supporting online student learning? Kolb’s Experiential Learning Theory (2015), which comprises four stages: concrete operation, abstract conceptualisation, reflective observation, and active experimentation, was used in this study. This theory framed the research, whereby the four stages were used to establish the learning of instructional approaches that fostered active student interaction in remote online environments. Data were collated using semi-structured Zoom interviews and reflective journals from nine mathematics education lecturers/academics. Sampling was purposive, as participants were involved in online teaching and learning during 2020. The findings highlight the challenges of learning and unlearning for online teaching, the lecturers’ agency, and novel partnerships forged to facilitate online teaching and learning. [ABSTRACT FROM AUTHOR]

Educational policies such as the No Child Left Behind Act in 2001 and Every Student Succeeds Act in 2015 have emphasized the need for hard evidence such as standardized test data to make educational decisions. Therefore, teachers have been expected to use student assessment data to make informed curricular decisions and adjustments in teaching practice. This has led school districts to turn to data-based decision-making (DBDM) to create an effective process of student assessment data analysis, and reflection during professional learning communities (PLCs). The study explored teachers' collaboration on the DBDM when teachers were analyzing student assessment data from common, district, and state assessments, as well as its influence on their instructional decisions. Participating teachers' department and PLC meetings were recorded, and individual teachers' classrooms were also observed. Teacher interview data and their lesson plans were also included and analyzed qualitatively. Results revealed that the purpose of collaboration determined types of data used, modes of analysis, and the impact on their teaching. Furthermore, teachers used varied assessment data to plan and adjust their instruction. Their motivation to enhance their teaching practices was also increased by exchanging ideas and insights rooted in the data. [ABSTRACT FROM AUTHOR]

Professional learning community (PLC) has been a generally recognized model for promoting teacher development, including EFL teachers‘ writing assessment literacy, intercultural teaching competence, digital literacy, and so on. However, research on whether the changes in beliefs of teachers engaging in a PLC affect their teaching competence is relatively scant. To fill this gap, the present study investigated the extent to which a PLC with intercultural components changed EFL teachers ‘ beliefs in intercultural teaching, which in turn affected their intercultural teaching competence. In doing so, adopting an exploratory sequential method, qualitative data from teachers and a questionnaire from students were collected and analyzed through NVIVO 12 and SPSS 26.0 The data analyses revealed significant changes in the EFL teachers ‘ knowledge construction, motivation inspired by peer interaction, and reflection on intercultural learning and teaching practices. These changes led to transformations in their beliefs and practices concerning intercultural instruction, although individual orientations were observed in their pedagogical approaches. Furthermore, the study ‘s findings were supported by evidence of corresponding changes in students ‘ learning outcomes in the development of intercultural competence. The study highlights the significance of PLCs in enhancing EFL teachers ‘ intercultural teaching competence and their professional development. [ABSTRACT FROM AUTHOR]

Although much research has emphasised the effect of professional learning communities (PLCs) on teachers' collaboration, feedback provision, job satisfaction, and self-efficacy, few studies have focused on South Korea's unique context of government-led top-down policies to encourage PLCs. Using large-scale data representing all regions and sectors in Korea in the Programme of International Student Assessment (PISA) 2018, this study addressed the latent means differences in factors of teacher collaboration, feedback provision, job satisfaction, and self-efficacy between groups of teachers that had and had not participated in a PLC. All of the factors investigated were found to be higher among teachers that had participated in PLCs. Theoretical and policy implications are discussed. [ABSTRACT FROM AUTHOR]

The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today's futuristic planning offers timely opportunities to make history. Founded on the idea of a physical education system—with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)—this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action's potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations. [ABSTRACT FROM AUTHOR]

This article presents the findings of the second phase of an ongoing study aimed at understanding how the Southern African Geography Teachers' Association (SAGTA) online Google Group, an emergent Professional Learning Community (PLC), may support and enhance school geography education and teacher professional development. It looks closely at the inner workings of the Google Group and considers the supportive role it played during and after the COVID-19 pandemic (that is, March 2020 to December 2021 and January to November 2022). Data generated by the posts made during and after the pandemic, were analysed and categorised. A purposive sample from each category was selected for further in-depth analysis. The findings are discussed in relation to national imperatives, (including for example, teacher professional development, social justice, inequality and learner underperformance) and global education discourses for transformative education. The findings reveal a predominance of curriculum content information sharing posts focused on 'the what' of teaching, with less attention to 'the how' to teach, and an emphasis on 'what is' rather than 'what might be' (future oriented, transformative learning) called for by international education discourses. The Google Group offers support to secondary school teachers in a narrow slice of South African schools. The findings reveal gaps and omissions which we contend must be addressed so that the Google Group can mature as a PLC which supports an extended view of teacher professionalism. We offer some suggestions on how this may be achieved in practice which may be useful to the users of the Google Group, the SAGTA Google Group and the broader geography education community. [ABSTRACT FROM AUTHOR]

The Professional Learning Community (PLC) model has been used to help faculty develop innovative teaching practices and diffuse effective strategies and resources throughout K-12 schools. Yet, whether and how PLCs influence research-focused higher education institutions remain unknown. Drawing on existing research on PLCs and the social network theory, this mixed-methods study investigated how participants shared what they learned during their time in the program to build greater capacity and the perceived benefits and weaknesses of the PLC model. We conducted semi-structured interviews (n = 8) and a survey (n = 77) among current PLC fellows and alumni at a large research university. The results based on social network analysis showed that PLC fellows shared knowledge and resources across departments and offices at the university, and these efforts led to additional collaborative research and grant applications. Results also indicate that PLC fellows valued the diversity of the program, developed skills that they used in their courses, gained confidence in their ability to share knowledge and resources, and appreciated the accountability the program provided. Furthermore, respondents rated the program positively and indicated that they were currently using the knowledge and skills gained to further develop innovative teaching practices as well as planning to continue to do so in the future. These findings suggest that the PLC model can be an effective way for universities to empower faculty to develop innovative teaching practices, and, by sharing what they have learned with others, to build capacity for innovative teaching and research practices across the institution. [ABSTRACT FROM AUTHOR]

Highlights: This study explores features of professional learning community (PLC) models in the educational contexts in Bahrain and Oman. Findings based on the case studies of PLCs in two private schools in Bahrain and Oman, and theoretical input from international PLC literature has implications for policy and practice. Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre- and in-service teacher training programs, adapting best international PLC practices to the specific educational contexts of Bahrain and Oman, preparing school principals to lead PLC in their schools, providing human and financial support to these communities, and making school cultures more collaborative. This study highlights the importance of the PLC approach, expands the existing conceptual/analytical framework, demonstrates how this approach is being used in two schools, and encourages other practitioners and researchers to embrace PLC. [ABSTRACT FROM AUTHOR]

Successful implementation of formative assessment in classrooms relies on teachers' formative assessment literacy, which is typically supported by professional development programs. This study reports on the impact of a professional development program on a group of in-service primary teachers in Hong Kong. The authors investigated the effectiveness of the program in developing teachers' formative assessment literacy and how far the program assisted them in addressing the challenges they faced when implementing formative assessment in classrooms. With a mixed-method design, quantitative data were collected with a pre- and post-program survey (N = 27); qualitative data were collected with open-ended survey questions and a focus group with six participating teachers. The results provide evidence of the program's success in developing teachers' formative assessment literacy and equipping them with the necessary skills to address the challenges in implementation. The features of professional learning communities embedded in the program contributed to the positive impact of the program. [ABSTRACT FROM AUTHOR]

While in-service teachers’ professional commitment has gained significant attention in recent years, researches on pre-service teachers’ professional commitment is still insufficient, particularly with regard to the effect that professional learning communities play on pre-service teachers’ professional commitment. In this context, this study employed mixed methods to investigate the impact of workshops for teaching competitions as a professional learning community on pre-service teachers’ professional commitment in China. A questionnaire survey was administered to pre-service teachers who had workshop experiences (n = 43) and their classmates who did not have workshop experiences (n = 98) to examine the effect of workshops for teaching competitions as a professional learning community on pre-service teachers’ professional commitment. Follow up qualitative interviews with 5 pre-service teachers with workshop experiences were conducted to explain the reasons behind such effects. The results showed that workshop experiences had significant and positive effects on pre-service teachers’ professional commitment and the characteristics of shared vision, collaboration, and reflective dialogue affected their professional commitment from three perspectives: commitment to teaching as a career, personal time investment, and interest in professional development. [ABSTRACT FROM AUTHOR]

This study analyzed the mediating influence of social capital and the moderated mediating effects of social capital and intensive reflection vis-à-vis near transfer (NT) and far transfer (FT). The results obtained from data pertaining to 401 elementary school teachers in Korea revealed the following: (1) NT positively influences FT; (2) there is a direct relationship between NT and social capital; and (3) social capital does not directly impact FT on its own but affects FT when combined with intensive reflection. The results offer crucial theoretical and policy implications for teacher education and professional development programs worldwide. [ABSTRACT FROM AUTHOR]

This narrative documents the early stages of a collective called #SWEDUACTS. We are four White, female social work educators who have led the planning of a teach-in event held in October of 2020 and subsequent monthly drop-in, peer-led Professional Learning Community meetings drawing dozens of participants over nine months. We reflect here on how engaging in the planning and delivery of the drop-in sessions helps ground our commitment to anti-racist pedagogy as well as facilitates the capacity of other social work instructors to build their own capabilities as anti-racist social work pedagogues. [ABSTRACT FROM AUTHOR]

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Science, Technology, Engineering, Arts and Mathematics (STEAM) education taught through Project-Based Learning (STEAM PBL) has expanded across 22 states in the United States in the last two years. The literature on STEAM teaching is just emerging with most of the studies having focused on descriptions of newly established STEAM schools and how the teaching methods have been incorporated in classrooms. These studies have mainly used qualitative research or case study design. While the majority of the studies have described what is going on in terms of STEAM teaching, little is known about what type of school leadership can best facilitate the implementation of STEAM PBL. This study explores this gap by examining the source, process, practices, and effect of teacher leadership in relation to the implementation of STEAM PBL. Data from 18 interviews with teachers in eight middle schools in a southern low-performing district point to the importance of ongoing, hands-on professional development, effective professional learning teams of teachers, and teacher leadership for the effective implementation of STEAM PBL teaching. [ABSTRACT FROM AUTHOR]

This study investigates the impact of Korean high school teachers' perception of the benefits of participating in professional learning communities (PLCs) on teacher leadership using administrative survey data collected by the Gyeonggi Institute of Education. The findings indicate that positive experiences with PLCs can promote teacher leadership both within and beyond the classroom, highlighting the importance of providing professional development opportunities, collaboration and activities through PLCs. Furthermore, the study emphasises the crucial role of school culture, particularly positive school culture and supportive principal leadership in fostering teacher leadership both within and beyond the classroom. However, it also reveals that power dynamics and hierarchies in schools may negatively impact teacher leadership, particularly among female and non-tenured teachers in their beyond-classroom teacher leadership. Finally, the study shows that the innovative school status schools in Gyeonggi Province in South Korea has limited influence on the level of teacher leadership, or in some cases, may even have indicated lower levels of leadership compared to regular schools. [ABSTRACT FROM AUTHOR]