Session Information
01 SES 07 C, Exploring Professional Learning Communities
Paper Session
Contribution
This paper draws upon broader research aimed at gaining a better understanding of teachers’ professional learning. Existing literature points to the global necessity of teachers’ learning and development throughout their entire career to enable schools to ensure high quality education in an educational context that is changing on different levels (Darling-Hammond, Chung Wei, Alethea, Richardson, & Orphanos, 2009). Teacher learning is a complex practice and covers any ongoing work-related process that results in a change of cognition and or behaviour (Bakkenes, Vermunt, & Wubbels, 2010; Zwart, Wubbels, Bergen, & Bolhuis, 2009). Both changes in behaviour and in cognition can be considered as separate learning outcomes (Meirink, Meijer, & Verloop, 2007). The views on teacher professionalism and achieving teacher learning have evolved considerably over the past century, moving from a deficit-oriented towards a growth-oriented approach (Clarke & Hollingsworth, 2002). Also, learning is no longer seen as a purely individual activity but also as a social process where teachers can learn from and with each other (Lieberman & Pointer Mace, 2008). The TALIS 2013 study for example, illustrates the importance of collaboration between teachers for the improvement of teaching in schools (OECD, 2014). These ideas are reflected in the increasingly popular concept of professional learning communities (PLCs) in schools, where teachers work collaboratively and pursue common goals to teach students in the best possible way (Hord, 1997). Teachers in these schools assume a collective responsibility for student learning (Wahlstrom & Louis, 2008) and do not perceive their classrooms as their personal domain. They are more prepared to open up their classroom to other teachers (Hord, 1997). Teachers in PLCs also reflect and share their thoughts and ideas on educational issues in verbal exchanges with each other (Louis, Marks, & Kruse, 1996). The assumed potential of PLCs for teacher learning outcomes is big, but it should be noted that few scholars have empirically taken multiple characteristics of professional learning communities into account and related them to specific learning outcomes (Vescio, Ross, & Adams, 2008). Next to this collaborative dimension, various individual teacher characteristics have been found to play a significant role in teacher learning (Geijsel, Sleegers, Stoel, & Krüger, 2009). Characteristics such as teacher efficacy, experience and gender can be linked to teacher learning. Also, an increasing number of teachers are taking on formal teacher leadership roles. This role is considered as a very good learning opportunity for teachers occupying this role (York-Barr & Duke, 2004). Knowledge about the relationship between these teacher characteristics and learning outcomes can help direct attention to specific targets in professional development.
Using this framework, the present paper goes on to examine how individual teacher characteristics on the one hand and professional learning community characteristics on the other hand are linked to experienced teachers’ perceived learning outcomes. Perceived changes in classroom practices are used as a measure of changes in teacher behaviour (Bakkenes et al., 2010). Likewise, changes in cognition are approached as perceived changes in teaching competence (Richter, Kunter, Klusmann, Lüdtke, & Baumert, 2011). As this study focusses on teachers in the middle and at the end of their careers, we gain insight into the learning outcomes of teachers who generally have achieved a certain level of instructional mastery and autonomy, but are nevertheless faced with a need for learning (Huberman, 1989).
Method
Expected Outcomes
References
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548. doi: 10.1016/j.learninstruc.2009.09.001 Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. Darling-Hammond, L., Chung Wei, R., Alethea, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Stanford: National Staff Development Council and The School Redesign Network. Geijsel, F. P., Sleegers, P. J., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers' professional learning in Dutch schools. Elementary School Journal, 109(4), 406-427. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, Texas: Southwest Educational Development Laboratory. Huberman, M. (1989). On teachers' careers: Once over lightly, with a broad brush. International Journal of Educational Research, 13(4), 347-362. Lieberman, A., & Pointer Mace, D. H. (2008). Teacher learning: the key to educational reform. Journal of Teacher Education, 59(3), 226-234. Louis, K. S., Marks, H. M., & Kruse, S. D. (1996). Teachers' professional community in restructuring schools. American Educational Research Journal, 33(4), 757-798. Meirink, J. A., Meijer, P. C., & Verloop, N. (2007). A closer look at teachers' individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13, 145-164. OECD. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. Paris: OECD Publishing. Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116-126. doi: 10.1016/j.tate.2010.07.008 Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. Wahlstrom, K., & Louis, K. S. (2008). How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility. Educational Administration Quarterly, 44(4), 458-496. York-Barr, J., & Duke, K. (2004). What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship. Review of Educational Research, 74(3), 255-316.
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