Innovating Teaching Practice Through Professional Learning Communities: Determining Knowledge Sharing and Program Value

Abstract

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.

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

“…These conversations must unlock the tacit knowledge of teachers, make that knowledge public and shared, and therefore subject to deliberate and thoughtful changes (Zulu & Mukeredzi, 2021). This is supported by Clark et al (2023) who claim that the term professional learning community describes how teachers engage in professional development in a collaborative, interactive, and ongoing way, in contrast to traditional models of professional development which are developed by outside experts and delivered to teachers.…”

“…This finding is interesting and closely aligns with how PLC's purpose has been presented in the literature. As exemplified by McLaughlin and Talbert (2010, p. 35) cited by Clark et al (2023), the purpose of PLCs is to 'share a goal and work together to achieve the goal, assess their progress, make corrections, and hold themselves accountable for achieving their goal.' This finding is also supported by an earlier study by Harris and Jones (2018), which states that PLCs aim to share teaching skills and tips and enhance each other's teaching methods and knowledge in developing content.…”

“…Regardless of the extensive studies on the critical role of professional learning communities (PLCs) in promoting learner achievement and teachers' professional growth, there is limited knowledge regarding history teachers' understanding of their role and the strategies they could employ in PLCs to enhance history curriculum implementation in South African schools. Recent studies by Bertram & Mxenge (2023), Clark et al (2023), Botes, Moreeng, & Mosia (2022), and Chen (2022) have revealed the complex interplay between PLCs, teacher development opportunities, and curriculum implementation. However, the specific impact of PLCs on history teachers' professional growth following their initial training remains a significant gap in the understanding of how they navigate the complexities of teaching history in South Africa using PLCs.…”

“…They discovered that PLCs had varied but positive effects on faculty members, particularly in areas such as teaching reflection, practice renovation, and implementing teaching research. Similarly, Clark et al (2023) investigated how university lecturers shared their learnings from participating in a PLC programme to enhance their teaching capacity. The results revealed that PLC fellows appreciated the programme's diversity, acquired new skills applicable to their coursework, gained confidence in sharing information and resources, and valued the programme's accountability.…”