Bridging the belief-action gap in a teachers’ professional learning community on teaching of thinking

Long, Taotao; Zhao, Guoqing; Yang, Xuanyang; Zhao, Rongchi; Chen, Qianqian

doi:10.1080/19415257.2019.1647872

Cited by 13 publications

(11 citation statements)

References 50 publications

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“…teachers' attitude to become more positive, confident, and secure to make changes. Findings in this study are in line with studies by Abu Bakar and Hamzah (2019), Choong et al (2020), Çoban et al (2020), Hoy and Tschannen-Moran (1999), Long et al (2019), Paxton et al (2014), Voelkel andChrispeels (2017), andZheng et al (2019) which showed that trust and professional learning communities had a significant influence on self-efficacy. Nevertheless, these studies focused only on two variables either trust on self-efficacy or professional learning communities on self-efficacy.…”

Section: Discussionsupporting

confidence: 92%

The Effect of Professional Learning Community Mediators on Trust and Self-Efficacy of Islamic Education Teachers in Malaysia

Dzul

Hussin

Sulaiman

2023

Malaysian Journal of Learning and Instruction

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Purpose – The purpose of this study was to determine the relationship between trust, professional learning community, and self-efficacy. Methodology - This study used a quantitative approach via a survey that consists of 47 items to collect relevant data. This survey included 112 primary schools with 642 Malaysian Islamic Education teachers. A multilevel analysis was carried out to find out the effect of the group level variables (trust and professional learning community) towards the individual level variable (self-efficacy). Whereas, the mediator test uses the Monte Carlo bootstrapping method. Findings - Findings of the study suggests that the professional learning community mediates the relationship between trust and self-efficacy. Significance - The results of this study showed that the professional learning community is the most important element in determining teacher self-efficacy. The outcomes of this study should also assist administrators in maintaining the professional learning community in schools so that it can work more efficiently and effectively. Keywords: Trust, Professional Learning Community, Self-Efficacy

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Section: Discussionsupporting

confidence: 92%

The Effect of Professional Learning Community Mediators on Trust and Self-Efficacy of Islamic Education Teachers in Malaysia

Dzul

Hussin

Sulaiman

2023

Malaysian Journal of Learning and Instruction

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“…Furthermore, there is a need to equip teachers to overcome their own preconceived ideas about these matters and to handle such difficult issues in a positive and even-handed way (Cappelle, 2011). After all, teachers' perceptions have an impact on their teaching practices (Long et al, 2021). Teaching involves individualized deliberation and delivery processes as well as selection from the teacher's personal experience and understanding (Fullan, 1989;Branson, 2003).…”

Section: Citizenship Education and Social Cohesionmentioning

confidence: 99%

Creating a Culture of Social Cohesion: Case Studies of Community Participation Projects at Japanese and Hong Kong Elementary Schools

Chong¹,

Tsubota

2023

JCVE

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This article compares two learning units developed by elementary schools in Japan and Hong Kong to engage students in learning about and taking action to promote social cohesion through community participation. We choose two similar learning units for comparison, both focusing on issues related to older people in the community. Based on our analysis of their activity design and practices, we outline five directions for educational practitioners interested in promoting community participation for social cohesion in Hong Kong and Japan: practicing service-learning, promoting social cohesion, learning authentic skills, integrating community participation into the curriculum, and helping students become active members of society. This paper argues for the importance of developing such learning units to foster young citizens’ contribution to their communities in post-industrial, ageing societies.

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“…Initial teacher education programmes that are more practicebased and aligned with the realities of teaching in a school prepare student teachers better for the challenges they will face in their first few years of teaching (Greenhill, 2010). According to Long et al (2021), interaction with and support from colleagues is essential for promoting work satisfaction and retention among teachers. In this article, we view collaboration as a process, namely "a domaingeneral skill that is important in its own right for work and life in society" (Evans, 2020, p. 5).…”

Section: The Need For Student Teacher Collaboration Within Profession...mentioning

confidence: 99%

“…By providing student teachers with opportunities to engage in collaboration within groups resembling PLCs, we hope to lay the foundation for student teachers' professional growth (cf. Damjanovic & Blank, 2021;Long et al, 2021). Research indicates that this type of collaboration that is focused on addressing learners' needs and success can be achieved in PLCs (Olsson, 2019;Reyneke & Botha, 2019).…”

Section: The Need For Student Teacher Collaboration Within Profession...mentioning

confidence: 99%

Purposeful Collaboration through Professional Learning Communities: Teacher Educators’ Challenges

Botha

Nel²

2022

IJLTER

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The Covid-19 pandemic has affected the teaching practicum component of initial teacher education programmes in significant ways. School-based placement could not take place, but teacher educators still needed to ensure that the teaching practicum component complied with policy. The aim of this study is to indicate how work-integrated learning teacher educators created professional learning communities among an entire population of 7 041 student teachers enrolled for the Baccalaureus Educationis degree, the challenges they faced and how they managed these challenges. The professional learning community model of Hord (2009) was used as a conceptual framework for this study. In this qualitative multi-site case study, document analysis was the primary data collection method. Journals and WhatsApp messages kept by the two work-integrated learning teacher educators and the minutes of virtual work-integrated learning meetings were analysed using narrative and thematic analysis. The findings indicated four main challenges, namely constituting the professional learning communities and developing the alternative task, dealing with issues related to group demographics and diversity, connectivity, technology and collaborating in learning in a remote environment, and lastly, providing continuous feedback, support and guidance. Recommendations for future practice are discussed.

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Bridging the belief-action gap in a teachers’ professional learning community on teaching of thinking

Cited by 13 publications

References 50 publications

The Effect of Professional Learning Community Mediators on Trust and Self-Efficacy of Islamic Education Teachers in Malaysia

The Effect of Professional Learning Community Mediators on Trust and Self-Efficacy of Islamic Education Teachers in Malaysia

Creating a Culture of Social Cohesion: Case Studies of Community Participation Projects at Japanese and Hong Kong Elementary Schools

Purposeful Collaboration through Professional Learning Communities: Teacher Educators’ Challenges

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