What makes a professional learning community possible? A case study of a Mathematics department in a junior secondary school of China

Abstract

The concept of ''professional learning community'' (PLC) has been suggested as a tool to improve teachers' professional competency and students' learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with the aim of searching for ''good practice'' based on the outcome of collective inquiry. Such a learning process will result in a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools. This study attempts to access teachers' lenses in order to explore their views on the effects of subject-based professional learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability of a professional learning community will be discussed.

Collective learning in primary schools and teacher education institutes

“…Professional learning communities are regarded to be an effective tool for improving teachers' professional competencies and students' learning outcomes (Hannay, & Earl, 2012, Wong, 2010. Professional learning communities are fundamentally about learning for students, as well as learning for teachers, learning for leaders and learning for schools (Katz & Earl, 2010).…”

“…The first step is to create a 'collective ambition' or a commonly shared drive to do or reach something. Several authors (Bolam, et al, 2005;Hipp et al, 2008;Wong, 2010;Lomos et al, 2011) stress the importance of a shared vision.…”

Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction

“…Many research attempted to access mathematics teachers' lenses in order to explore their views on the effects of subject-based professional learning activities [3]. It investigated how mathematics teachers worked and openly shared their practices so as to improve their professional competency and students' achievement within their communities.…”

Professional Identity or Best Practices?—An Exploration of the Synergies between Professional Learning Communities and Communities of Practices

“…The PLC practitioner is, thus, one who actively acquires professional identification through reflective and collaborative dialogue with likeminded teacher professionals. The process involves participation in cycles of collaborative inquiry (DuFour, DuFour, Eaker, & Many, 2010;Levine, 2010;Nehring & Fitzsimons, 2011;Stoll, Bolam, McMahon, Wallace, & Thomas, 2006;Wong, 2010), reflection (Campbell, 2005;Falk & Drayton, 2009;Louis & Marks, 1998;Musanti & Lucretia, 2010;Nehring & Fitzsimons, 2011;Pella, 2011;Stoll et al, 2006;Vescio, Ross, & Adams, 2007;Wiley, 2001;Wong, 2010), action research (DuFour et al, 2010;Levine, 2010;Webster-Wright, 2009) and/ or lesson studies (Foo & Lee, 2008), for the purpose(s) of reforming pedagogy and curriculum (Harris, 2011;Little & Veugelers, 2005), and/or transforming school/ education culture, values, vision and action (Cranston, 2011;Falk & Drayton, 2009;Hoffman, Dahlman, & Zierdt, 2009;Little & Veugelers, 2005;Nehring & Fitzsimons, 2011;Pella, 2011;Servage, 2008;Webster-Wright, 2009;Wong, 2010). Teacher identity is said to be enhanced by a corresponding enhancement of their professional capacity, which is, the ability to "achieve better results for the students they serve" (DuFour et al, 2010: p. 11).…”

“…However, casting the exclusive focus on the two attributes conflates PLCs and CoPs (Campbell, 2005;Dooner, Mandzuk, & Clifton, 2007;DuFour et al, 2010;Falk & Drayton, 2009;Levine, 2010;Louis & Marks, 1998;MOE, 2010;Musanti & Lucretia, 2010;Nehring & Fitzsimons, 2011;Stoll, et al, 2006;Vescio et al, 2007;Webster-Wright, 2009;Wiley, 2001;Wong, 2010), rendering them conceptually indistinguishable. As conceptual distinctions exist between the two concepts that could result in dissimilar outcomes in the way teacher capacity is to be enhanced, we deem it crucial to identify these distinctions, in view of the implications that can be drawn for teacher professional development.…”