School leadership and professional learning community: case study of two senior high schools in Northeast China

Wang, Ting

doi:10.1080/02188791.2016.1148849

Cited by 87 publications

(116 citation statements)

References 27 publications

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“…The evaluation of the professional learning community from the teachers from this kind of school is significantly lower than that of the other teachers. In Wang's research on two key schools in Northeast China, based on the exam background, the teachers interviewed showed a dilemma in their overall development and exam scores (Wang, 2016).…”

Section: Discussionmentioning

confidence: 99%

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Li¹,

Tu²

2018

ELT

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This research shows the development and influencing factors of high school English teachers' evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma's research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of including the "shared personal practice" and "collective learning and application" achieves the average level in this research. Compared to the western professional learning communities, the Chinese professional learning communities in this study lack of the democratic leadership and shared value and vision attributions. According to the analysis, we find that the Confucian cultural context, teacher' career development stages, the pressures of national college entrance examination and the systematic teaching training have a significant impact on the evaluation of teacher professional learning communities. Aiming at to build a learning organisation rather than a bureaucratic administration, we suggest that the "shared value and vison" and "shared and supportive leadership" needs more reform in the current professional learning communities. Namely, traditional Soviet model of school-based professional learning communities need to reform toward a learning organisation emphasizing the teaching and learning.

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Section: Discussionmentioning

confidence: 99%

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Li¹,

Tu²

2018

ELT

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“…De entre todos los tipos de liderazgo existentes, gran parte de las investigaciones incluidas en la revisión abogan por la selección de modalidades distribuidas de liderazgo (Hauge, Norenes y Vedøy, 2014;Hulpia et al, 2012;Javadi, Bush y Ng, 2017;Lahtero, Lång y Alava, 2017;Liljenberg, 2015;Mifsud, 2017;Sheppard y Dibbon, 2011;Stevenson et al, 2016;Wang, 2016), en las que se abran paso a nuevas formas de organización escolar, que rompan con la dinámica de las culturas escolares heredadas. En esta línea, investigaciones como las llevadas a cabo por Barnes y otros (2010), López-Yáñez y Sánchez-Moreno (2013) o Hauge, Norenes y Vedøy (2014), identifican a la arraigada tradición cultural de estructuras rígidas como un factor crucial que limita la implementación de cambios a lo largo de la organización.…”

Section: Discusión Y Conclusionesunclassified

“…(p. 209) Otro factor que se reitera a lo largo de los trabajos que componen esta revisión es el desarrollo profesional docente. Existe una gran coincidencia en considerar al desarrollo profesional del profesorado como un garante en la construcción de la capacidad de mejora interna de la escuela, asociándolo con la capacidad de liderazgo docente (Garza et al, 2014) y con la existencia de prácticas colaborativas que culminan en un aprendizaje profesional (Piyaman, Hallinger y Viseshsiri, 2017;Wang, 2016;Wieczorek, 2017). No obstante, para acentuar la capacidad de liderazgo del profesorado se necesita a un equipo directivo que delegue en el personal responsabilidades, lo involucre en el proceso de toma de decisiones y en el diseño de un proyecto común, empoderándolo (Javadi, Bush y Ng, 2017;Misfud, 2017;Wang, 2016).…”

Section: Discusión Y Conclusionesunclassified

“…El liderazgo también atañe al profesorado, habilitándole para desempeñar prácticas más profesionales encaminadas hacia la colaboración. Así lo recoge Wang (2016), quién afirma que, los lazos emocionales y la responsabilidad compartida en estos equipos fortalecieron el profesionalismo. Se realizaron esfuerzos concertados para crear estructuras alineadas y procesos que apoyan la investigación colectiva, y para desarrollar una cultura de aprendizaje colaborativo que construya capacidades colectivas.…”

Section: Discusión Y Conclusionesunclassified

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Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

García‐Martínez¹,

Higueras-Rodríguez²,

Valdivia³

2018

reice

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El presente artículo se corresponde con una revisión sistemática que analiza la relación del liderazgo, en su variante distribuida con las comunidades profesionales de aprendizaje, ambos conceptos muy demandados por las investigaciones internacionales. El proceso ha seguido patrones llevados a cabo en otras revisiones sistemáticas indexadas en revistas de gran impacto, para augurar la sistematicidad del mismo. Durante el mismo, se hizo una búsqueda minuciosa de artículos ubicados en la base de datos Scopus, durante el periodo 2008 a 2017. Tras la aplicación de los criterios de inclusión, 18 artículos constituyeron la muestra del presente artículo. Los artículos seleccionados ponen de relieve la fuerte influencia del liderazgo en la transformación de los centros educativos en comunidades profesionales de aprendizaje. A su vez, se ha corroborado una tendencia hacia modalidades distribuidas de liderazgo como mecanismo garante de mejoras instruccionales en los centros. Existe cierta coincidencia en resaltar la importancia de ciertos factores como la colaboración docente, una mayor flexibilidad de las estructuras organizativas o el empoderamiento del profesorado como vía para potenciar el capital profesional del personal, al tiempo que se generan cambios internos en la organización conducentes a una mejora escolar.Descriptores: Liderazgo; Educación; Cultura; Organización; Comunidad.This article corresponds to a systematic review that analyzes the relationship of leadership, in its distributed variant with professional learning communities, both concepts highly demanded by international research. The process has followed patterns carried out in other systematic reviews indexed in high impact journals, to predict its systematic. During the same, a thorough search was made of articles located in the Scopus database, during the period 2008 to 2017. After the application of the inclusion criteria, 18 articles constituted the sample of the present article. The selected articles highlight the strong influence of leadership in the transformation of educational centers into professional learning communities. At the same time, a trend toward distributed leadership modalities has been corroborated as a guarantor mechanism for instructional improvements in the schools. So is a certain coincidence in highlighting the importance of certain factors such as teacher collaboration, greater flexibility of organizational structures or the empowerment of teachers as a way to enhance the professional capital of staff, while generating internal changes in the organization leading to a school improvement.

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“…It is the teacher's top priority to change teaching behavior and improve one's own quality and ability. Many teachers have been actively involved in the new curriculum reform and actively promote their own quality and ability through their own learning, cooperation with colleagues, training and other channels [10].…”

Section: Investigation Results and Analysismentioning

confidence: 99%

Investigation and Study on the Implementation of Inquiry Teaching in Senior High School under New Teaching Reform

Yu¹,

Li²

2018

Proceedings of the 8th International Conference on Social Network, Communication and Education (SNCE 2018)

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School leadership and professional learning community: case study of two senior high schools in Northeast China

Cited by 87 publications

References 27 publications

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

Investigation and Study on the Implementation of Inquiry Teaching in Senior High School under New Teaching Reform

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