Establishing Schools as Professional Learning Communities: Perspectives from Malta

Autor/inn/en	Bezzina, Christopher; Testa, Simon
Titel	Establishing Schools as Professional Learning Communities: Perspectives from Malta
Quelle	In: European Journal of Teacher Education, 28 (2005) 2, S.141-150 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Foreign Countries; Cooperation; Educational Change; Educational Improvement; Teacher Role; Teacher Collaboration; Leadership; Case Studies; Malta + Suchen Sie Ihr Suchwort? Ausland; Co-operation; Kooperation; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Lehrerrolle; Lehrerkooperation; Führung; Führungsposition; Case study; Fallstudie; Case Study
Abstract	Over the last decade, Malta has been moving away from a highly centralized and bureaucratic system to one that encourages broader involvement in policy-making and more collaboration among stakeholders. As a result, educators and schools have greater responsibilities to determine the way forward and to develop schools as learning communities. Whilst the road towards increased collaboration amongst teachers and between the schools in which they work can be a long, arduous and tortuous journey, it can also be a vehicle for positive change and development. This paper explores a theoretical rationale for a teacher-led approach to school improvement. It then explores the initial collaboration between the author and one local school. It presents the main findings of a strategic analysis undertaken to understand the current situation facing the school. This case study helps to highlight the importance and positive effects behind capacity building and shared leadership. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10