A review of research on the impact of professional learning communities on teaching practice and student learning

Vescio, Vicki; Ross, Dorene D.; Adams, Alyson

doi:10.1016/j.tate.2007.01.004

Cited by 1,550 publications

(1,220 citation statements)

References 11 publications

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“…The new open-ended workplaces became congruent with principles brought forward by sociocultural perspectives for understanding cognition and conducive with the informal learning that takes place in communities of practice (Barab et al 2004) or professional learning communities (Vescio et al 2008).…”

Section: Key Findingsmentioning

confidence: 97%

Collaborative design as a form of professional development

et al. 2015

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Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engeström (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. Grounded on this 123Instr Sci (2015) 43:259-282 DOI 10.1007 theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.

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Section: Key Findingsmentioning

confidence: 97%

Collaborative design as a form of professional development

et al. 2015

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“…Going out, working with friends and sharing ideas can provide access for teachers to encounter new things and update their knowledge. Knowldege spreads across teachers' daily teaching life (practice), but to understand it, teachers should reflect and share with others (Vescio, Ross & Adams, 2007). Today's teachers need to participate in learning community because they should fulfill multiple roles and changing curriculum ( Teachers' learning communities can be base for teachers' change (Wood, 2007).…”

Section: Learning In Professional Communitiesmentioning

confidence: 99%

“…From all of the above elements, teachers' willingness or motivation to learn consistently is the primary ingredient for successfull teachers' learning community (Vescio, Ross & Adams, 2007). This important emphasis on teachers' aspect entails that as the individuals/persons, teachers have significant roles in activating or creating collaborative culture in their school.…”

Section: Learning In Professional Communitiesmentioning

confidence: 99%

The Role of Teachers’ Experiential Learning and Reflection for Enhanching their Autonomous Personal and Professional Development

Suryani¹,

Widyastuti²

2015

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Today's teachers are not only teaching, but they have to fulfill various educational roles. This situation demands teachers to learn continuously. They should develop themselves to improve students' achievement. To grow continuously, teachers should not just wait for formal, instructed or top-down training or learning. They should be autonomous and self directed. They should be aware and analyze what they need and how they should obtain knowledge or skill that they need. Autonomous teachers learn by reflecting their daily teaching and learning experiences. They use their experience as opportunity to learn. There are three main sources of teachers' learning: their teaching experiences, sharing ideas in professional communities, and by researching.

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“…Despite the rising popularity of professional learning communities among researchers, practitioners, and educational policy makers, research on PLCs is still in a developmental stage of theory building (Lomos, 2012;Stoll et al, 2006;Toole & Louis, 2002;Vescio, Ross, & Adams, 2008). Researchers employ a variety of terms to describe how teachers' individual and collective learning is embedded in schools and linked with school-wide capacity for improvement, such as community of practice, organizational (shared, collaborative, collective) learning, professional community, (school) learning community, and school-based teacher learning community (Lee & Smith, 1996;Louis & Marks, 1998;Louis, Marks, & Kruse, 1996;McLaughlin & Talbert, 2001;Mitchell & Sackney, 2000;Newmann, King, & Youngs, 2000).…”

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confidence: 99%