The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review

Doğan, Selçuk; Pringle, Robert; Mesa, Jennifer

doi:10.1080/19415257.2015.1065899

Cited by 158 publications

(84 citation statements)

References 39 publications

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“…Teacher's professional development depends on various factors: environment, personal beliefs, experiences (teaching and translation), practice etc. (Dogan, Pringle and Mesa, 2016). These factors rise in creating and implementing the pedagogical teaching models, as well as in the process of consideration, which allows the teacher to structure and generalize the pedagogical situation, to modify and adapt it to different audiences (Bernardini, 2016).…”

Section: Network Communication In the Educational Contextmentioning

confidence: 99%

Phased training of technical translators and its specific features

Гавриленко¹,

Pozuelo²

2017

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The article describes an original approach to training of technical translators. The authors present a model describing formation of translation competences in students / graduates of nonlinguistic higher schools which has been tested throughout 15 years in the Engineering Academy of the Peoples' Friendship University of Russia. Key competences of technical translators were defined, examined and systematized. In particular, these include intercultural, communicative, special, social and personal competence. The authors propose a phased approach to the formation of translation competences during fulfillment of relevant tasks by translators. This gave the possibility to point out four main training stages -professional orientation, analysis, synthesis and correction. Each tasks referring to the above stages formed the basis of the original training modules which include the following components: tasks, ways of its solution, relevant competences and external assets, certain exercises developed to check formedness of relevant knowledge and skills in the field of technical translation. The developed model has an important feature which implies integration of knowledge and skills referring to a particular industry in students / graduates of higher educational institutions.

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Section: Network Communication In the Educational Contextmentioning

confidence: 99%

Phased training of technical translators and its specific features

Гавриленко¹,

Pozuelo²

2017

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“…Fulton and Britton (2010) also reported a comprehensive literature synthesis of PLCs and their impact on science, technology, engineering, and mathematics teaching and learning. In addition to the findings from the previous reviews, Dogan, Pringle, and Mesa (2016) reported the positive impact of PLCs on teachers' pedagogical and disciplinary knowledge. Similarly, countries in Europe examined how PLCs are operationalized in their own school context.…”

mentioning

confidence: 99%

“…In Asian countries, such as Taiwan, teachers' professional development was investigated when they were involved in PLCs (Chou, 2011). Overall, as Dogan and Adams (2016) have envisioned that PLCs have become an international approach to teachers' professional development.…”

mentioning

confidence: 99%

“…Review studies have also been abundant. Dogan and Adams (2016) reviewed the empirical evidence of PLC impact on teacher practice and student learning using research evidence up to 2015 which found only 15 studies that first met an established definition of PLC and then provided evidence of change in teacher practice and/ or student learning. Fulton and Britton (2010) also reported a comprehensive literature synthesis of PLCs and their impact on science, technology, engineering, and mathematics teaching and learning.…”

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confidence: 99%

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Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context

Doğan¹,

Tatık²,

Yurtseven³

2017

EDUC SCI-THEOR PRACT

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The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised (PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After completing the adaptation study, for elementary teachers, we also modeled the relationship between individual, interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics and school contextual factors. We found that organizational capacity is a statistically significant predictor for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant mediator of this relationship in the model. We provided discussion on the dimensionality, methodological issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for directions to future studies.

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“…Örneğin; Rahman (2011) fen öğretmenleri üzerinde yürüttüğü çalışmada, MÖT'lerin öğretmenlerin yapılandırmacı öğretim yaklaşımlarını öğrenmelerinde etkili olduğunu belirtmiştir. Bir başka çalışmada ise (Dogan, Pringle ve Mesa, 2016) MÖT'lerin fen öğretmenlerinin uygulama ve bilgileri üzerindeki etkilerini araştıran çalışmalar incelenmiştir. İncelenen araştırmalar çerçevesinde MÖT'lerin öğretmenlerin pedagojik içerik bilgilerini arttırdığı ve öğretmenleri geleneksel yaklaşımdan sorgulama temelli bir yaklaşıma yönelttiği belirtilmiştir.…”

Section: Alanyazın Taramasıunclassified

Teachers' Experiences in a Professional Learning Community on The Constructivist Lesson Planning: A Case Study Among Primary School Teachers

Çolak

2017

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Çalışmanın amacı, öğretmenlerin mesleki öğrenme topluluğu uygulamalarına ilişkin görüşlerinin belirlenmesi ve bu uygulamanın yapılandırmacı ders planı hazırlama becerisi ile yapılandırmacılık ve yapılandırmacı ders planı anlayışlarında oluşturduğu değişimin incelenmesidir. Araştırmada sekiz haftalık bir süreçte yapılandırmacı anlayışa dayalı ders planı hazırlama konusunda yürütülen mesleki öğrenme topluluğu uygulaması örnek olay olarak ele alınmıştır. İlkokul düzeyinde görev yapmakta olan dört sınıf öğretmeni çalışmanın katılımcıları olarak belirlenmiştir. Odak grup görüşmeleri, metaforlar ve doküman incelemesi yoluyla veri toplanmıştır. Araştırmada uygulamadan önce ve sonra yapılan odak grup görüşmelerinden edinilen veriler, betimsel analiz yöntemiyle çözümlenmiştir. Oluşturulan metaforlar tablolaştırılmış, kodlanmış ve metaforlara ait açıklamalar doğrudan alıntı ile verilmiştir. Uygulamadan önce ve sonra hazırlanan ders planlarını değerlendirmek için "Ders Planı Puanlama Anahtarı" kullanılmıştır. Araştırmanın sonucunda öğretmenlerin mesleki öğrenme topluluğuna ilişkin olumlu görüşleri olduğu ve bu uygulamanın ders planlarında yapılandırmacı anlayışa doğru bir değişim yarattığı ortaya çıkmıştır. Elde edilen sonuçlara bağlı olarak öneriler getirilmiştir. Mesleki öğrenme topluluğu YapılandırmacılıkDers planı ÖğretmenMesleki gelişim

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The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review

Cited by 158 publications

References 39 publications

Phased training of technical translators and its specific features

Phased training of technical translators and its specific features

Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context

Teachers' Experiences in a Professional Learning Community on The Constructivist Lesson Planning: A Case Study Among Primary School Teachers

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