Abstract
Professional learning community (PLC) studies in the Asian Chinese nations remain scarce despite the emerging interest in the practice of PLC beyond the Western context. This study attempts to provide an understanding of the practices of PLC and challenges in implementing PLC in a Malaysian Chinese culture–dominated secondary school. This qualitative study used a phenomenological constructivist approach as a strategy of inquiry. Semi-structured interview data were collected from six middle leaders and ordinary teachers in a national-type Chinese secondary school in the northern region. Findings informed three existing PLC practices at the school level, namely, (a) peer coaching, (b) sharing of personal practices, and (c) professional development courses. However, the practice of PLC encounters various challenges, including excessive workload, teachers’ passive attitudes, unsupportive conditions in the school, poor execution of PLC by the school community, and a vague understanding of PLC. Interestingly, this study identified two uncovered challenges hindering the development of PLC: misconception about PLC and lack of supervision from the authority. Implications and future studies are presented.
Highlights
Educational reform has hinged on the capacity of teachers to realize the importance of changes in their teaching practices around the globe (Luyten & Bazo, 2019)
Three themes emerged from the interview data: (a) peer coaching, (b) sharing of personal practices, and (c) professional development courses of the existing professional learning community (PLC) practices at the school level
It could be deduced that teachers in the school preferred peer coaching under the dimension of sharing personal practices of PLC (Hipp & Huffman, 2010; Hord, 1997)
Summary
Educational reform has hinged on the capacity of teachers to realize the importance of changes in their teaching practices around the globe (Luyten & Bazo, 2019). The concept of professional learning community (PLC) has been introduced to address the issue of students’ achievement gap as it poses positive teacher professional development and stimulated changes in teaching practices (Kruse & Johnson, 2017; Luyten & Bazo, 2019; Qiao et al, 2018). Teachers’ involvement in PLC helps them to improve their pedagogical skills in teaching (Kruse & Johnson, 2017). Through PLC, teachers are receptible to new ideas and adopt different teaching practices C. Lee et al, 2011) to cater to more diverse needs of students, which indirectly helps to motivate students in learning (Stoll et al, 2006)
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