The Effects of Networked Professional Learning Communities

Autor/inn/en	Prenger, Rilana; Poortman, Cindy L.; Handelzalts, Adam
Titel	The Effects of Networked Professional Learning Communities
Quelle	In: Journal of Teacher Education, 70 (2019) 5, S.441-452 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prenger, Rilana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117753574
Schlagwörter	Communities of Practice; Teacher Collaboration; Program Effectiveness; Teacher Attitudes; Faculty Development; Institutional Cooperation; Pedagogical Content Knowledge; Professionalism; Foreign Countries; Secondary School Teachers; Coaching (Performance); Teacher Developed Materials; Transfer of Training; Social Networks; Netherlands + Suchen Sie Ihr Suchwort? Community; Lehrerkooperation; Lehrerverhalten; Institute; Co-operation; Cooperation; Institut; Kooperation; Pädagogische Kompetenz; Professionalität; Ausland; Training; Transfer; Ausbildung; Social network; Soziales Netzwerk; Niederlande
Abstract	Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers' perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers' participation in networked professional learning communities seems promising for enhancing their professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01