Collaborativeness as the Core of Professional Learning Communities beyond Culture and Context: Evidence from Canada, Finland, and Israel

Autor/inn/en	Jäppinen, Aini-Kristiina; Leclerc, Martine; Tubin, Dorit
Titel	Collaborativeness as the Core of Professional Learning Communities beyond Culture and Context: Evidence from Canada, Finland, and Israel
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 3, S.315-332 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2015.1067235
Schlagwörter	Foreign Countries; Comparative Education; Communities of Practice; Cooperation; Qualitative Research; Content Analysis; Educational Improvement; Program Effectiveness; Research Design; Concept Mapping; Learning Processes; Trust (Psychology); School Effectiveness; Interviews; Canada; Finland; Israel + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Community; Co-operation; Kooperation; Qualitative Forschung; Inhaltsanalyse; Teaching improvement; Unterrichtsentwicklung; Forschungsdesign; Concept Map; Learning process; Lernprozess; Schuleffizienz; Interviewing; Interviewtechnik; Kanada; Finnland
Abstract	Professional learning communities (PLC) have been widely accepted as effective with respect to good atmosphere, adequate leadership practices, and functional working practices. However, the outcomes for school improvement depend on case-specific issues. To identify less culturally and contextually bound issues in 3 PLC settings in Canada, Finland, and Israel, we examined our cases through the notion of "collaborativeness". It refers to a systematic and shared process consisting of efforts, ideas, and activities that aim at achieving synergy. By combining the 3 data sets and applying a special model, we were able to distinguish, through qualitative content analysis, ingredients of collaborativeness beyond culture and context that we consider particularly essential. The crucial factor proved to be a dynamic relationship between mutual and deep learning, realized through 5 different ways. We further believe that our results could serve other organizations striving for school improvement in other kinds of cultural and contextual settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01