Professional Learning Communities

Hairon, Salleh; Chua, Ciersiang; Abbas, Diwi

doi:10.1007/978-3-319-74746-0_7

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…Similarly, Western frameworks propose that teachers' sense of belonging to a community leads to commitment to collaboration. In contrast, collaborative work in Chinese preschools arises from obligation [45,66] due to the mandatory nature of PLCs across the country [53]. Furthermore, PLCs in the West are understood to be self-directed and voluntary, guided by a sense of collective responsibility [4,8], whereas Chinese preschools embed PLC meetings and other professional development sessions in the regular weekly schedule of teachers [63,67,68].…”

Section: Discussionmentioning

confidence: 99%

“…It is worth noting that while the notion of TRGs is significantly more popular in China than that of PLCs, some scholars have used both notions as synonyms [39][40][41][42]. These authors consider that a TRG reflects the goals, basic principles, and characteristics of a teacher PLC, which is a group of fellow colleagues coming together to share and improve each other's teaching practices in a continuous, reflective, and collaborative way [19,[43][44][45].…”

Section: Educational Policies In China: Mandating Preschool Teachers ...mentioning

confidence: 99%

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Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks

Bautista,

Xu,

Cen

et al. 2023

Education Sciences

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In the education field, professional learning communities (PLCs) are regarded as an effective method for fostering professional development for teachers, enhancing student learning and achievement, and promoting school reform. Quality leadership and management are understood to be essential for schools to become effective PLCs. Mainly proposed by Western scholars, existing PLC frameworks explicitly or implicitly assume that PLCs should be initiated and led by teachers themselves, following a bottom-up approach. The goal of this conceptual overview paper is to challenge certain taken-for-granted core principles of Western PLC frameworks by analyzing the current approach to PLCs adopted by preschools in mainland China, which follow a top-down leadership and management approach. We review multiple research streams, including policy frameworks and regulations, as well as the most relevant conceptual, theoretical, and empirical studies published in recent years. After reviewing China’s core socio-cultural traditional values, we describe the recent policies that have mandated the establishment and implementation of PLCs in Chinese preschools. We then review several recent studies that demonstrate that, despite profound differences to Western frameworks, PLCs in Chinese preschools are effective in benefitting teachers and highly regarded by the relevant stakeholders. The literature shows that Chinese preschools enact culturally situated versions of PLCs, characterized by some standard PLC principles (e.g., shared vision, collaboration, and collective responsibility) alongside features that resonate with Confucian values (e.g., strong hierarchical structure, guidance of external experts, internal leadership support, and greater emphasis on ecological support rather than personal agency and autonomy). We conclude that Chinese preschools merit international attention, as their approach to leadership and management allow us to reconsider certain core principles of Western PLC frameworks. Future directions for PLC policy and practice are suggested.

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Section: Discussionmentioning

confidence: 99%

Section: Educational Policies In China: Mandating Preschool Teachers ...mentioning

confidence: 99%

Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks

Bautista,

Xu,

Cen

et al. 2023

Education Sciences

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“…Osoby o wysokim poziomie zaangażowania w PLC wykazywały tym samym większe zdolności do refleksji i dialogu, przeznaczając więcej czasu na dyskusję czy negocjacje dotyczące kierunku uczenia się zespołu. Jednak w badaniu grupa ta stanowiła około 1/3 wszystkich nauczycieli 48 . Większość niestety czas na PLC przeznaczała na czynności administracyjne i/lub nie wyrażała poglądów odmiennych od lidera zespołu.…”

Section: Singapurunclassified

Professional Learning Community (PLC) in Singapore (Potential and Limitations in Shaping High-Quality Education)

Nowosad

2020

Yearbook of Pedagogy

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Summary The aim of this article is to recognise the Professional Learning Communities (PLC) model adopted in 2009 in Singapore as a national mode. The explicit use of the term of PLC together with related terms makes it possible to understand an educational policy which is focused on the implementation of concepts developed in a different, foreign context. The orientation adopted in Singapore identifies PLC not only as reinforcing incentives for teachers and their professionalism, but more broadly, as reinforcing the already high-quality education. The arguments and evidence presented in this article are mainly based on literature and research review, as well as on analyses of source documents.

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“…This article addresses the creation of professional learning communities as a form of interrelation among teachers, generating diverse results that impact student learning (Krichesky & Murillo, 2011). Previous studies on this topic have been carried out in educational systems of different countries (amongst the most recent ones: Brown et al, 2018;Feldman, 2020;Hairon et al, 2019;Prenger et al, 2018;Rigney et al, 2021). Even though some of these investigations focus on different aspects of professional learning communities, generally, they agree in highlighting that this level of organization among teachers favors professional development based on critical reflection and evidence-based practices, increases teachers' well-being, and improves motivation for work (Antinluoma, 2018;Cholifah & Oktaviani, 2019;Donoso, 2020;Vaillant, 2019).…”

Section: Introductionmentioning

confidence: 99%

Professional learning communities in initial teacher education in Uruguay: social network analysis

Cabrera Borges,

Tejera Techera,

Questa-Torterolo

2023

Cuad. Investig. Educ.

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This research addresses a network analysis in three teacher education centers for teachers and professors in Uruguay to determine the degree to which they function in professional communities according to four aspects: innovation initiatives, information exchange, digital inclusion, and collaboration in planning. The study is based on a previous categorization regarding the level of digital inclusion for deep learning on the basis of an online survey applied to 32 principals of public teacher education centers (high, medium, and low levels). One case was identified at each level, taking into account the geographic characteristics and the type of teacher education center. In each case, information-gathering techniques were applied: in-depth interviews, surveys for the network analysis, and focus groups. Results show that in all three cases, professional learning communities lite (as defined by Dufour & Reeves, 2016). In two of the centers, those with the higher rate of digital inclusion for learning, there is a diversity in the actors who form the ties that make up the networks. Last, the innovation network is the weakest in terms of the number and variety of the ties.

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Professional Learning Communities

Abstract: How the world's best-performing school systems came out on top, M Barber and M Mourshed (McKinsey and Company, 2007).

Cited by 4 publications

References 7 publications

Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks

Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks

Professional Learning Community (PLC) in Singapore (Potential and Limitations in Shaping High-Quality Education)

Professional learning communities in initial teacher education in Uruguay: social network analysis

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