Implementing English language teaching reforms through professional learning

Abstract

In response to recent reforms to English language education in secondary schools in Iran, this study investigated how a small collaborative professional learning community prompted shifts in teachers' practices. The study relied on Engeström's professional learning intervention to examine the practices of three junior high school teachers. Through the analysis of teacher observations and interviews, the findings revealed that the teachers' collaboration and engagement, and the time devoted to review and reflection on their teaching, encouraged minor changes in the teachers' practices that aligned with the reform agenda. The study has implications for professional learning in Iran and similar contexts. It informs a need for a movement from top-down professional learning programs to more collaborative approaches to teacher education when the aim is to address reform-driven educational changes.

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

“…The cooperation of teachers and the time allocated to review and scrutinize their teaching encourage small changes in teacher practice in line with instructions from the ministry. There is a need to implement a movement from a top-down professional learning program to a more collaborative approach to teacher education when the goal is to address reform-driven educational change (Dastgahian & Scull, 2021). The findings prove that PLC can support teachers to develop and maintain inclusive practices in the long run through continuous change in individual and collaborative practices of teachers (Brennan & King, 2021).…”

Effectiveness of professional learning community programmes to improve school quality

“…Leaders in school A are more intensive in conducting collaborative activities that encourage teachers to learn from other teachers about teaching and non-teaching. The reflective dialogue component appears at each of these teacher-to-teacher meetings (Shakhsi Dastgahian & Scull, 2021;Song, 2012;Stevenson et al, 2016). However, it is an important note, teachers do not corner each other's teaching styles and do not violate ethics and decency norms, and still maintain professional values.…”

“…Schools become educational institutions that are able to make a difference in the development and competence of students, although students' academic achievement is also influenced by factors that come from outside the school, students' initial abilities, culture and the environment in which the school is located. Previous research has proven that there is a strong correlation between students' academic abilities and their parents' level of education (Sandell & Zimmerman, 2017;Shakhsi Dastgahian & Scull, 2021). The correlation has been recognised internationally.…”

“…Another dimension that is no less important is the reflective dialogue in all elements of the school. PLC programmes consist of various professional groups to achieve common goals, continuously receive new knowledge and competencies through collaborative learning and continuously train their abilities with hands-on practice (Shakhsi Dastgahian & Scull, 2021;Sjoer & Meirink, 2016). It is this component that forms a quality learning process.…”