Global Conceptualization of the Professional Learning Community Process: Transitioning from Country Perspectives to International Commonalities

Autor/inn/en	Huffman, Jane B.; Olivier, Dianne F.; Wang, Ting; Chen, Peiying; Hairon, Salleh; Pang, Nicholas
Titel	Global Conceptualization of the Professional Learning Community Process: Transitioning from Country Perspectives to International Commonalities
Quelle	In: International Journal of Leadership in Education, 19 (2016) 3, S.327-351 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2015.1020343
Schlagwörter	Global Approach; Communities of Practice; Networks; Interviews; Observation; International Cooperation; Educational Policy; Educational Change; Educational History; Sense of Community; Instructional Leadership; Transformational Leadership; Educational Improvement; Outcomes of Education; Standards; Self Efficacy; Teacher Effectiveness; School Administration; Foreign Countries; Cross Cultural Studies; Researchers; Faculty Development; Literature Reviews; China; Hong Kong; Singapore; Taiwan; United States + Suchen Sie Ihr Suchwort? Globales Denken; Community; Interviewing; Interviewtechnik; Beobachtung; Internationale Kooperation; Internationale Zusammenarbeit; Politics of education; Bildungspolitik; Bildungsreform; History of education; Bildungsgeschichte; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Standard; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Cultural comparison; Kulturvergleich; Researcher; Forscher; Hongkong; Singapur; USA
Abstract	The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country's involvement with PLC actions, and noted similarities and common practices among the school improvement initiatives in five countries. Major constructs were identified, research was conducted (interviews and observations), and themes emerged. A literature review of the constructs led to outcomes. A definition of the Global PLC process, revision of constructs, and further clarification of descriptors were established. External influencing factors were also identified as essential. Finally the awareness that the PLC reculturing effort is guided and influenced by the phases of change was noted. The following are conclusions and implications. In an interdependent world, we recognize the importance of considering viewpoints of multiple global systems. An inclusive knowledge base can develop which prepares educators and citizens for more collaborative international understanding. These conclusions can lead to changes in practice at the school and middle level (district, city, province), and policy changes at the state, province, and national levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01