Abstract
Recently, regional educational offices have actively promoted several policies to support professional learning communities of teachers. The purpose of this study was to identify the teachers’ perceptions of participating in the professional learning communities supported by J provincial office of education in Korea. To this end, we analyzed 2,855 free-answer responses and 20 interview records. The results of the analysis are as follows. As a result of the review of the plan of the professional learning community, the scope of the concept that the professional learning community accepts in the school field is too wide and confusing. There is a weak motivation for voluntary participation in professional learning communities. The learning content of the professional learning community is not connected to the school site where as the professional learning community policy focused on short-term quantitative expansion.
 To put more, the participants in the professional learning communities provided opportunities for communication among members in school operations, classes, and student management. On the other side of their positive experiences, they were also suffered from some difficulties in supporting the members or the school during the activities due to lack of time. Furthermore, teachers, principals, and school boards revealed different perspectives on their expectations of professional learning community. At the end, the author put some suggestions related with the provision of ‘continuous policy’ and ‘guidelines for clear policy’.
Published Version
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