Status of Professional Learning Communities in Developing Countries: Case of Vietnam and Uganda

Autor/inn/en	Linh, Doan Nguyet; Kasule, George Wilson
Titel	Status of Professional Learning Communities in Developing Countries: Case of Vietnam and Uganda
Quelle	In: International Journal of Evaluation and Research in Education, 11 (2022) 1, S.61-68 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Linh, Doan Nguyet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Communities of Practice; Faculty Development; Developing Nations; Foreign Countries; Secondary School Teachers; Vietnam; Uganda + Suchen Sie Ihr Suchwort? Community; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	What is the status of professional learning communities in Vietnam and Uganda? Is there a significant difference between the teaching experience of secondary teachers and how they see the relevance of professional learning communities on professional development in Vietnam and Uganda? The aforementioned questions were explored by collecting data from secondary school teachers (n=345) in Vietnam and Uganda through a questionnaire. Descriptive statistics, analysis of variance (ANOVA) and Tukey honestly significant difference (HSD) were used to analyze the data. The findings depict that involvement of secondary school teachers in professional learning communities and the associated contribution on professional development is 'moderate' in Vietnam whilst, it is 'minimal' in Uganda. It was also established that significant difference exists between the teaching experience of secondary teachers and how they recognize the relevance of professional learning communities on professional development. The findings suggest that relevant educational policies and adequate funding ought to be considered in order to make professional learning communities vibrant in both Vietnam and Uganda. This is deemed key to enhance secondary school teacher competence which in turn could lead to higher students' learning outcome in Vietnam and Uganda respectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01