Schools as Professional Learning Communities

Autor/inn/en	Antinluoma, Markku; Ilomäki, Liisa; Lahti-Nuuttila, Pekka; Toom, Auli
Titel	Schools as Professional Learning Communities
Quelle	In: Journal of Education and Learning, 7 (2018) 5, S.76-91 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Communities of Practice; Collegiality; School Culture; Institutional Characteristics; Teacher Collaboration; Trust (Psychology); Faculty Development; Well Being; Educational Change; Instructional Leadership; Profiles; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Elementary School Teachers; Secondary School Teachers; Finland + Suchen Sie Ihr Suchwort? Community; Kollegialität; Schulkultur; Schulleben; Lehrerkooperation; Well-being; Wellness; Wohlbefinden; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Charakterisierung; Profilanalyse; Ausland; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	The main objectives in building professional learning communities are to improve teachers' professionalism and well-being, and create positive impacts on student learning. It is a question of changing the school culture. The main objective of this quantitative study was to investigate the maturity level of thirteen Finnish schools as professional learning communities from the perspectives of school culture, leadership, teaching, and professional development. The participants' perceptions indicated a culture of collegiality, trust and commitment as common strengths at all schools. The school cultures supported professional collaboration, and the teachers had the knowledge, skills and dispositions to engage in professional collaboration. The challenges were related to structural conditions, especially the lack of collaboration time. Three school profiles were identified in the cluster analysis from the viewpoint of maturity as professional learning communities. Statistically significant differences between the three clusters were found in organizational and operational characteristics. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01