Facilitation for Professional Learning Community Conversations in Singapore

Autor/in	Salleh, Hairon
Titel	Facilitation for Professional Learning Community Conversations in Singapore
Quelle	In: Asia Pacific Journal of Education, 36 (2016) 2, S.285-300 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2016.1148855
Schlagwörter	Communities of Practice; Intervention; Foreign Countries; Curriculum Development; Academic Achievement; Outcomes of Education; Participant Observation; Grade 5; Faculty Development; Learning Processes; Ethnography; Case Studies; Elementary School Teachers; Educational Change; Teaching Methods; Mathematics Instruction; Facilitators (Individuals); Singapore + Suchen Sie Ihr Suchwort? Community; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulleistung; Lernleistung; Schulerfolg; Teilnehmende Beobachtung; School year 05; 5. Schuljahr; Schuljahr 05; Learning process; Lernprozess; Ethnografie; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Singapur
Abstract	Professional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g., the twenty-first century skills). The growth in PLCs implies greater time investment for teachers to come together to develop new curricula that engage students to meet these broadened set of learning outcomes. However, this also implies that new competencies need to be acquired to productively participate in PLCs. One essential competency is facilitating PLC conversations. This paper describes key findings drawn from participant observations with three Grade 5 PLC facilitators' involvement in an intervention to explore how PLC facilitators can support teachers' collective learning with one another on matters of teaching and learning. The findings from the study served to aid in generating a proposed intervention framework consisting of processes, principles, and practices that facilitators can use in PLC conversations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01