The Contribution of Professional Learning Community of Pedagogical Instructors, Training Teachers and Teaching Students within a Clinical Model for Teacher Education to Their Professional Development

Tareq Murad,Mahmoud Zoabi,Muhammad Ibdah,Seham Hamza,Nabil Assadi

doi:10.12973/eu-jer.11.2.1009

Abstract

<p style="text-align: justify;">The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.</p>

Highlights

Teacher professional learning is considered crucial for improving the quality of education
The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development
The researchers classified the findings into six main categories: Cooperatives, Cooperative learning, self-responsibility, collective responsibility, reflective pedagogical discourse,and process knowledge development

Summary

Introduction

Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. There has been a shift from within-school to between-school professional learning communities. Results regarding their effectiveness have been inconsistent (Prenger et al, 2018). Identifying specific content areas for which weaknesses in the teachers’ knowledge persisted is important for the improvement of this particular professional development program (Paolucci et al, 2021). Both learners and educators are required to exhibit a considerable degree of self-direction, the ability to adapt to ever-changing conditions and to operate in an environment where sources of knowledge are unlimited, and where the society is driven by a culture of constant learning, thinking and informed choices (Kougioumtzis & Patriksson, 2009). Gedera and Williams (2016) were more specific and informative where they focused on the study of practice in teaching within the same prior context

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Conclusion