Searching for good practice in teaching: a comparison of two subject‐based professional learning communities in a secondary school in Shanghai

Wong, Jocelyn L. N.

doi:10.1080/03057920903553308

Cited by 101 publications

(83 citation statements)

References 15 publications

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“…No reflection on the actions (see Bennett 2003;Wong 2010), no training, no planning or evaluation systems were demanded or developed on the organisational level. The increased inclusive education could not be verified.…”

Section: Discussionmentioning

confidence: 99%

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A one-year study of the development of co-teaching in four Finnish schools

Takala

Uusitalo-Malmivaara

2012

European Journal of Special Needs Education

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In this follow-up study, development of co-teaching was studied in four different schools in Helsinki, Finland. Teachers, altogether 54, 51 and 26, respectively, responded to an electronic questionnaire three times during one year. The attitudes towards co-teaching were positive although the frequency of co-teaching remained low. Co-teaching was seen as a developing mode of teaching and it was said to be suitable for all school subjects. Special teachers and class teachers had the most experience with co-teaching. The majority of respondents cotaught 2-5 lessons per week and that did not change during the follow-up, although monetary incentive was available to those who increased their coteaching during the study period. For class-teachers, another class-teacher was most often the chosen co-teaching partner. Special teachers were frequent coteaching partners for all teachers. The most common reason for not co-teaching was the lack of planning time. However, 15 minutes were considered enough to plan one lesson. The respondents had no education about co-teaching. Receiving more attention was the most often mentioned benefit of co-teaching for the students. Sharing and well-being were regarded as the greatest benefits of coteaching for the teachers. The advantages and obstacles of co-teaching are discussed and some practical advice is given.

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Section: Discussionmentioning

confidence: 99%

“…China has a long history of using teacher collaboration as a way of enhancing professional competency (Wong 2010). Collaboration in professional learning communities (see also DuFour 2004) is perceived as part of professional duty and it has been institutionalised into teachers' daily practice.…”

Section: Discussionmentioning

confidence: 99%

A one-year study of the development of co-teaching in four Finnish schools

Takala

Uusitalo-Malmivaara

2012

European Journal of Special Needs Education

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“…Tam authority among teachers (Strahan, 2003;Tam, 2010b;Wong, 2010). Teachers were convinced of the necessity of the change and internalized collective vision for ongoing professional development.…”

Section: Building Of Collaborative Culturementioning

confidence: 98%

“…Teachers resist change because they lack motivation (Hunzicker, 2004), fall short of knowledge and expertise to modify existing curricular materials (Beck, Czerniak, & Lumpe, 2000), avoid risk-taking which is contradictory to their current practices (McLaughlin & Talbert, 2001;Little, Teachers and Teaching: theory and practice 23 2003), and shun conflict in teacher community (Grossman et al, 2001;Little, 2003). Nevertheless, collaboration and support for professional growth from peers and administrators (McLaughlin & Talbert, 2006), and the leadership of department chair (Tam, 2010b;Wong, 2010) are pivot factors that impact teacher change. Moreover, teachers are more likely to continue enacting new practices when students make improvement (Guskey, 2002).…”

Section: Introductionmentioning

confidence: 98%

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The role of a professional learning community in teacher change: a perspective from beliefs and practices

Tam

2014

Teachers and Teaching

177

109

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This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers' beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development.

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Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

Zheng,

Jiang,

Liu

2023

Future in Educational Research

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Professional learning community (PLC) has been widely recognized as an effective approach for promoting both student learning and teacher development. Existing research on PLC mainly focuses on the school‐level, and less attention has been given to the departmental‐level PLC. Given the complex nature of school structures, departmental PLC may be influenced by multiple leadership factors, including principal and teacher leadership (TL). This study investigates how the distributed leadership (DL) of principals and TL influence departmental PLC and individual teacher self‐efficacy. Drawing on a sample of 602 teachers in China, the results showed that TL had a direct impact on teacher self‐efficacy and had an indirect effect through PLC. Additionally, the DL of principals indirectly affects individual teachers through TL and PLC. The results indicate the complex leadership structure in schools with various levels of leadership exerting distinct influences on teachers and departments. It highlights the roles of principal leadership and TL in facilitating PLC and teacher development. Implications for school leadership and PLC development are discussed.

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Searching for good practice in teaching: a comparison of two subject‐based professional learning communities in a secondary school in Shanghai

Cited by 101 publications

References 15 publications

A one-year study of the development of co-teaching in four Finnish schools

A one-year study of the development of co-teaching in four Finnish schools

The role of a professional learning community in teacher change: a perspective from beliefs and practices

Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

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