The Role of a Professional Learning Community in Teacher Change: A Perspective from Beliefs and Practices

Autor/in	Tam, Angela Choi Fung
Titel	The Role of a Professional Learning Community in Teacher Change: A Perspective from Beliefs and Practices
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 1, S.22-43 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.928122
Schlagwörter	Foreign Countries; Communities of Practice; Teacher Attitudes; Longitudinal Studies; Interviews; Observation; Learning Activities; Administrative Organization; Cooperation; Faculty Development; Teaching Methods; Chinese; Qualitative Research; Semi Structured Interviews; Change; Constructivism (Learning); Teacher Role; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Community; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Beobachtung; Lernaktivität; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; China; Chinesen; Qualitative Forschung; Wandel; Lehrerrolle; Hongkong
Abstract	This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers' beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10