The role of ‘accomplished teachers’ in professional learning communities: uncovering practice and enabling leadership

Lieberman, Ann; Mace, Désirée H. Pointer

doi:10.1080/13540600903057237

Cited by 97 publications

(59 citation statements)

References 7 publications

(5 reference statements)

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“…Similarly, fostering discussions on the theory and practice of teaching can enhance the training course effectiveness as Table 9 shows and corroborates the relevant research findings (Lieberman & Mace, 2009). Frequent examination and analysis of the teachers' beliefs and practices through the forum discussions is considered to be an indispensable factor of the CoP course effectiveness for the 76.1% of the respondents (see Table 9).…”

Section: Table 8: Examination and Analysis Of Teaching Beliefs And Prsupporting

confidence: 72%

“…We can see that there is a statistically significant difference between means since as table 3 shows, those who answer they found their participation "very useful for their every day teaching practice" they order, on average, the effectiveness of obtaining feedback to teaching problems at a higher rank (4.9) than those who found their participation "moderately useful" (6.3). This fact gives evidence to the importance of the teaching presence (Garrison et al, 2010) in terms receiving feedback from either the trainer or the colleagues themselves as a factor contributing to the usefulness of the training program for the participants and supports the paradigm of a culture of critical colleagueship (Lieberman & Mace, 2009) in the context of online CoPs. As for the specific conditions that have supported their reflection and the reported effectiveness of their training experience in relation to their teaching practice, we have found that 85.5% of the participants who kept journals as a tool to guide their reflection on their own and their peers' teaching practice report that they found their participation in the ELTeachers CoP very useful.…”

Section: )mentioning

confidence: 79%

“…As Katz et al (2005) suggest, fostering discussions on the theory and practice of teaching can support teachers in changing their practice through a culture of critical colleagueship (Lieberman & Mace, 2009) and reflective inquiry. In particular, teachers develop by actively reflecting on their practice, interacting and collaborating with their colleagues (Sorge & Russell, 2000) in order to solve problems encountered in their classrooms (Richardson, 1990) and make changes accordingly (Kontra, 1997).…”

Section: Online Communities Of Practice -A New Approach In Teacher Edmentioning

confidence: 99%

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Investigating the Impact of Greek EFL Teachers Participation in Online Communities of Practice as a Means of Professional Development

Kourkouli

2018

EJED

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This paper examines EFL teachers' participation in online Communities of Practice (CoPs) and its impact on their professional development. The study focuses on 50 EFL teachers who became members of CoPs using an online platform named 2gather developed by the University of Athens in the context of a national in-service professional development project in Greece. Founded on the theory of situated learning, CoPs have been defined as "groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis" (Wenger et al., 2002). The study involved monitoring the development of four CoPs and teachers' patterns of participation using a mixed-methods approach which combined quantitative data and qualitative research of collective case studies (Dornyei, 2007) of different groups of teachers. A comparison of teachers' exposure to meaningful professional development (Franke et al., 2001) activities "before" and "after" their participation in the CoPs was carried out. In addition, results suggest the existence of statistically significant associations between the teachers' participation in online CoPs and perceived benefit and change of their beliefs and/or practices. They also highlight the specific conditions that have supported their reflection, their reported reconstruction of beliefs and practices and the reported effectiveness of their training experience in relation to their teaching practice. The findings contribute to furthering our understanding of effective implementation of online CoPs in the context of continuing professional development.

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Section: Table 8: Examination and Analysis Of Teaching Beliefs And Prsupporting

confidence: 72%

Section: )mentioning

confidence: 79%

Section: Online Communities Of Practice -A New Approach In Teacher Edmentioning

confidence: 99%

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Investigating the Impact of Greek EFL Teachers Participation in Online Communities of Practice as a Means of Professional Development

Kourkouli

2018

EJED

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“…Reflecting on and deconstructing professional practice in order to examine what you do and why you do it is a vital part of professional learning and the development of future practice (Schön 1987(Schön , 1991Lieberman and Pointer Mace, 2009 But undertaking a research project, reflecting upon your teaching and beginning the process of transforming how you teach, can be a daunting experience, especially if it involves taking risks and departing from a more comfortable style of teaching -i.e. one in which teacher views are dominant.…”

Section: 'You Find Something You Try It You Review It You Analyse mentioning

confidence: 99%

Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn

Thomas

Tiplady

Wall³

2013

International Journal of Qualitative Studies in Education

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“…The roles of action-centered leadership can be summarised as follows (Fiore & Salas, 2002;Lieberman & Pointer Mace, 2009): -Action-centered leadership activates complex adaptive system dynamics by triggering adaptive leadership and emergence or in other words, by fostering conditions to enable actions. -Action-centered leadership takes the role of managing role complexity between administrative and adaptive leaderships.…”

Section: Scope Of Complexity Leadershipmentioning

confidence: 99%

Complexity Leadership: A Theorical Perspective

Baltacı

Balcı

2017

IJELM

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Complex systems are social networks composed of interactive employees interconnected through collaborative, dynamic ties such as shared goals, perspectives and needs. Complex systems are largely based on "the complex system theory". The complex system theory focuses mainly on finding out and developing strategies and behaviours that foster continuous learning, resonating with new conditions and creativity in organizations with dynamic collaborative management mentality. Complex systems surely need leaders to manage complexity. Complexity leadership could be defined as adaptive mechanisms developed by complex organizations in new conditions required by the information age, rather than technical problems entailed by the industrial age. Complexity leadership is a joint, resultant product of the following three types of leadership: (1) administrative leadership based on strict control and a significant bureaucratic hierarchy (2) adaptive leadership fundamentally based on creative problem solving, resonating with new conditions and learning and (3) action-centered leadership that involves immediate decision-making mechanisms employed in crises and dynamic productivity. The study focuses on complexity leadership within the context of the complexity leadership theory. Keywords AbstractLos sistemas complejos son redes sociales formadas de empleados interactivos interconectados a través de lazos dinámicos y colaborativos, tales como metas, perspectivas y necesidades compartidas. Los sistemas complejos se basan en gran medida en "la teoría del sistema complejo". La teoría del sistema complejo se centra principalmente en descubrir y desarrollar estrategias y comportamientos que fomenten el aprendizaje continuo, que resuenen con las nuevas condiciones y la creatividad en las organizaciones con mentalidad dinámica de gestión colaborativa. Los sistemas complejos necesitan ciertamente líderes para gestionar la complejidad. El liderazgo de la complejidad podría definirse como mecanismos adaptativos desarrollados por organizaciones complejas en nuevas condiciones requeridas por la era de la información, más que por los problemas técnicos de la era industrial. El liderazgo de complejidad es un producto conjunto resultante de los siguientes tres tipos de liderazgo: (1) liderazgo administrativo basado en un control estricto y una jerarquía burocrática significativa (2) liderazgo adaptativo fundamentalmente basado en la resolución creativa de problemas, resonando con nuevas condiciones y aprendizaje y 3) un liderazgo centrado en la acción que implique mecanismos inmediatos de toma de decisiones empleados en las crisis y la productividad dinámica. El estudio se centra en el liderazgo de la complejidad dentro del contexto de la teoría del liderazgo de la complejidad.

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The role of ‘accomplished teachers’ in professional learning communities: uncovering practice and enabling leadership

Cited by 97 publications

References 7 publications

Investigating the Impact of Greek EFL Teachers Participation in Online Communities of Practice as a Means of Professional Development

Investigating the Impact of Greek EFL Teachers Participation in Online Communities of Practice as a Means of Professional Development

Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn

Complexity Leadership: A Theorical Perspective

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