Professional Learning Communities Research Articles

Enhancing Teacher Development through Professional Learning Communities: A Mixed-Methods Study in Chinese Universities

This study investigated the implementation and impact of Professional Learning Communities (PLCs) on English language teacher development in selected Chinese universities. Employing a mixed-method approach with a convergent parallel design, the research examined the extent of PLC implementation across various dimensions and its influence on teachers' professional growth. Quantitative data from 136 EFL teachers and qualitative insights from 14 participants (7 PLC leaders and 7 members) were collected and analyzed. Results revealed high levels of teacher involvement in key PLC components, including shared vision and goals, collaborative learning, reflective practice, data-driven decision-making, leadership, and structured programs. The study found that PLCs significantly enhanced teachers' content knowledge, instructional practices, personal growth, and collegial relationships. Qualitative findings corroborated these results, highlighting improved collaboration, instructional strategies, and support for English learners. The integration of quantitative and qualitative data provided a comprehensive understanding of PLC effectiveness in the Chinese higher education context. However, challenges were identified in areas such as advocating for PLC work beyond immediate communities and translating data insights into concrete learning objectives. The study contributes to the growing body of research on PLCs in diverse cultural contexts and offers valuable insights for implementing and sustaining effective professional development models in Chinese universities. Recommendations include enhancing institutional support, developing teacher leadership skills, and fostering a culture of open feedback and data literacy. These findings have implications for educational policy and practice in China and globally, particularly in adapting PLCs to different cultural and institutional settings.

The Story of Creando Conciencia: A Latinx Student-Focused Professional Learning Community

Universities continue to see equity gaps in retention and graduation rates for Latinx students. To enhance Latinx student success, a team of Latinx faculty at a HSI developed innovative programming for educators centered on creating culturally sustaining educational spaces for Latinx students. Creando Conciencia is an ESCALA Educational Services, Inc. certified professional learning community (PLC). Using a cohort model, participants were supported by facilitators and coaches as they implemented a project within a course designed to reduce equity gaps. Nine participants completed the pilot year’s programming. To assess the effectiveness of the PLC, participants completed a baseline and exit survey which measured participants’ understanding of culturally responsive pedagogy (CRP), HSIs, cultural frameworks, and perceptions of their role as an educator of Latinx students. Open-ended responses revealed participants were more likely to understand the importance of students’ backgrounds and cultural assets, enact CRP practices, and were more confident in teaching Latinx students. Creando Conciencia can serve as a model for HSIs looking to develop Latinx student-focused programming centered on CRP, students’ strengths, and becoming a Hispanic Thriving Institution.

University language teachers’ scholarship of teaching and learning in a virtual professional learning community

University language teachers’ scholarship of teaching and learning in a virtual professional learning community

FACTORS AFFECTING THE OPERATION OF PROFESSIONAL LEARNING COMMUNITIES OF ENGLISH AS A FOREIGN LANGUAGE TEACHERS AT VIETNAMESE ECONOMICS UNIVERSITIES

Abstract: This research paper examines the factors influencing the operation of professional learning communities (PLCs) among English as a Foreign Language (EFL) teachers at Vietnamese economics universities. Employing a mixed-methods approach, the study integrates quantitative survey data with qualitative interviews from four universities in Hanoi to provide a more profound understanding of PLC implementation and management in Vietnam higher education contexts. The key findings indicate that strong institutional support, effective leadership, high teacher engagement, and favorable external conditions are essential for the success of PLCs in the investigated institutions. The study identifies significant challenges, such as the lack of synchronization in PLC activities and inconsistencies in quality management, which impede PLC effectiveness. Recommendations include developing structured models and policies to foster collaborative learning, promoting a culture of continuous professional development, and ensuring external conditions are conducive to PLC sustainability. This research enriches the existing literature on PLCs by analyzing their dynamics within Vietnamese higher education and offers practical strategies for educational leaders and policymakers to enhance PLC operations. Ultimately, these recommendations aim to support the professional growth of EFL university teachers and improve the overall quality of education in Vietnamese economics universities (VEUs).

Knowledge, attitude, and practice in communication assessment of speech-language pathologists working with adolescents with mental health concerns

Purpose The recovery model underlying mental health services emphasises the importance of the voice of the adolescent client in identifying needs, goals, and negotiating intervention. This study aimed to characterise speech-language pathologists’ (SLPs) knowledge, attitude, and practice in relation to communication assessment of adolescents, focusing on adolescents with mental health concerns and the use of discourse sampling and analysis. Method An online survey using a Knowledge, Attitude, Practice framework gathered data from 43 English-speaking SLPs. SLPs responded, using a five-point Likert scale, to closed statements regarding perceived knowledge, attitude, and practice in approaches to communication assessment. Survey items relating to discourse sampling and analysis were aggregated into subscales and six statements related to assessment of adolescents with mental health concerns. A final, open-ended question invited comments on changing clinical practice. Result A strong positive correlation was found between knowledge and practice; with a weak, positive correlation between knowledge and attitude. Conclusion SLPs are aware of the benefits of a comprehensive communication assessment. However, greater knowledge and experience is needed to incorporate more formalised approaches into clinical practice, especially as it relates to social and emotional outcomes. Participants’ comments suggest that professional learning communities may be helpful in delivering this outcome.

Needs for the Development of Competency-Based Instruction of Small-Sized Secondary Schools’ Teachers Under The Office of Nakhon Ratchasima Secondary Education

This study aimed to investigate the needs and develop guidelines for improving competency-based instruction for teachers in small-sized secondary schools under the Office of Nakhon Ratchasima Secondary Education. The research gathered data from 216 teachers drawn by using a stratified random sampling method, the sample size was determined by Krejcie and Morgan’s table (1970). Data were collected through a five-level rating scale questionnaire with an Index of Item Objective Congruence (IOC) between 0.80 and 1.00 and a reliability score of 0.96. Statistical analysis methods included frequency, percentage, mean, standard deviation, t-test, and the Modified Priority Needs Index (PNIModified). The results revealed two significant areas of need: (1) improving teachers’ knowledge and skills in designing competency-based learning management and (2) enhancing their ability to implement competency-based instruction in classrooms. Based on these findings, three key development guidelines were recommended: (1) practical training workshops, (2) coaching and mentoring programs, and (3) collaborative lesson development through professional learning communities. The study highlighted the critical importance of competency-based instruction in equipping students with essential 21st-century skills. It underscored the need for structured teacher development programs, particularly in resource-limited educational settings.

School principals’ human resource management and teachers’ professional learning communities in X rural district in China’s Shanghai

ABSTRACT This paper explores school principals’ use of human resource management (HRM) strategies and their influence on teachers’ professional learning communities in X Rural District in China’s Shanghai. Semi-structured interviews with 16 school and kindergarten heads showed that school-level contextual factors accounted for school principals’ use of HRM strategies to create structural and relational conditions for school-level professional learning communities (PLCs), provincial-level factors pushed school principals to use HRM strategies to develop open teacher PLC structures and collaborative relations, and principal-level factors influenced principals’ use of HRM strategies to create cultural and relational conditions for teachers’ professional learning. This article presents a ‘context-HRM-teacher learning’ model for understanding principals’ human resource management influence on teachers’ professional learning in rural China.

Using District-Wide Professional Learning Communities for Continuous Professional Development in Physical Education: A Promising Example

In 2015, four physical education specialists launched the creation of district-wide physical education professional learning communities (DPE-PLCs) designed to enhance the effectiveness of continuing professional development (CPD) for physical educators. By the start of the 2019-2020 school year, 37 DPE-PLC units were fully operational within 25 geographic subdistricts. DPE-PLCs provided physical education teachers with monthly professional learning designed to enhance content knowledge, create instructional resources, and engage in continuous improvement. The reach, organization, and sustainability of the DPE-PLC structure invites a closer look into this model and signals potential for replication/modification in other school district contexts. Using the DPE-PLC structure as a functioning proof of concept, this article introduces and provides a rationale for district-wide PE-PLCs as one potential form of CPD to help physical educators improve practice, exchange ideas, and seek help from like-minded professionals.

Rethinking Professional Development: Development and Evaluation of an Evidence-Based Online PD Course on the Effective Use of Technology in the Classroom

Technology-enhanced teaching (TET) is most effective when integrated meaningfully into classroom settings. Teachers require technological pedagogical knowledge (TPK) to achieve this integration. This study details the development and evaluation of an online professional development (OPD) course aimed at enhancing teachers’ TPK for the effective use of technology in science and language subjects. The course was created to rethink OPD, i.e., to overcome known shortcomings of OPD design consciously. It was based on the Interactive–Constructive–Active–Passive (ICAP) framework, which promotes interactive and constructive learning activities. Thus, the OPD course incorporated text-based and video-based interactive learning modules (learning nuggets), discussions about staged video vignettes showing classroom situations with conventional vs. good use of technology by the teacher, professional learning communities, and practical teaching trials with group reflections. The evaluation study of this OPD followed a pre–post design involving 76 in-service teachers. Participants completed surveys and a test of their ability to apply ICAP knowledge to teaching situations before and after the OPD. The evaluation revealed that teachers perceived the course as beneficial, though no statistically significant improvement in applied ICAP knowledge was observed. These findings highlight opportunities and challenges in designing and measuring effective OPDs that support the meaningful integration of technology into classroom practice.

Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community

Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community

Transforming Thai University Demonstration Schools into Learning Communities: A User Experience and Design-Based Research Approach

This study aimed to develop a model for the administration of demonstration schools in public universities based on the concept of "School as a Learning Community" (SLC). The research utilized user experience and design-based research in three phases. Phase 1 involved analyzing the current administrative practices of school administrators under the SLC framework with a sample of 5 administrators. Phase 2 focused on developing a model for promoting SLC-based school administration, targeting 63 participants, including administrators and teachers from Ramkhamhaeng University Demonstration School, Bangna Campus. Phase 3 evaluated the feasibility and suitability of the developed model using a sample of 657 stakeholders, including seven administrators, 52 teachers, and 598 parents of students in grades 1–5. Research tools included interviews and questionnaires, with data analyzed through content analysis, percentages, mean scores (M), and standard deviations (SD). The findings revealed: (1) user experiences highlighted key practices such as inclusive decision-making, shared learning spaces, and stakeholder collaboration, (2) eighteen prototype models for SLC-based administration were developed, integrating stakeholder-driven vision, excellence-focused philosophy, and professional learning community activities, (3) stakeholders most preferred Model 17, selected by 19.33%, emphasizing a shared vision (A2), the philosophy of excellence (B3), and collaborative activity systems (C2), and (4) expert evaluations showed high feasibility (97.40%) and suitability (96.10%) of the proposed model. This study contributes to the literature by providing an actionable framework for transforming demonstration schools into thriving learning communities and fostering collaboration among diverse stakeholders to enhance educational quality and administration efficiency.

Moral Leadership and Professional Learning Communities: The Mediating Role of Teachers' Trust in Principals and the Moderating Role of Principals' Controlling Behavior

ABSTRACTProfessional learning communities are essential for school success, and principal leadership is crucial for teachers' participation in them. Based on social exchange theory and ambidextrous leadership theory, this study explored the mediating role of teachers' trust in principals between moral leadership and professional learning communities and the moderating role of principals' controlling behavior in this relationship. A total of 577 elementary school teachers in China participated in this study. The study found that moral leadership was positively related to professional learning communities, and this relationship was mediated by teachers' trust in principals. Additionally, principals' controlling behavior positively moderated the relationship between moral leadership and trust in principals, and negatively moderated the relationship between moral leadership and professional learning communities. These results contribute to the delivery of guidance for principals to enhance teacher trust and develop professional learning communities.

Effect of Professional Learning Communities (PLCs) on Science Teachers’ Instructional and Assessment Practices

The purpose of the study was to determine the effect of Professional Learning Communities (PLCs) on science teachers’ instructional practices and assessment practices. Based on the pragmatist’s paradigm and mixed methods approach, the study used the Convergent parallel mixed methods design. Professional Learning communities (PLC) and Instructional and Assessment Practices Questionnaire (PLCIAQ) were used to collect data. The sample consisted of 17 in-service science teachers who participated in weekly PLC sessions in their schools for two years. The sample was purposively selected to include only science teachers. It was found that most of the teachers (76.5%) stated that PLCs positively affected their instructional practices. PLCs have a moderate effect on science teachers’ instructional practices (M = 3.71, SD = 0.92). It was found that PLCs have more effect on science teachers’ instructional practices (M = 3.94, SD = 1.03) followed by their classroom management practices (M = 3.88, SD = 1.27), student grouping practices (M = 3.82, SD = 1.13), science content taught (M = 3.71, SD = 1.26), teaching materials (M = 3.65, SD = 1.37), teaching methods (M = 3.65, SD = 1.41). It was also revealed that most of the science teachers (88.2%) think that PLCs positively affected their assessment practices. PLCs have a moderate effect on science teachers’ assessment practices (M = 3.73, SD = 0.71). It was found that PLC has influenced more on summative assessment (M = 3.94, SD = 0.75), followed by formative assessment (M = 3.82, SD = 1.07), and the kinds of questions asked (M = 3.71, SD = 1.05). Also, PLCs least affected frequency of assessments (M = 3.65, SD = 0.86) and assessments by collaborative teams (M = 3.41, SD = 1.12). Paired samples t-test revealed no statistically significant difference in science teachers’ instructional practices (M = 3.71, SD = .92) and their assessment practices (M = 3.74, SD = .71), t (16) = -.629, p = .791. However, Pearson’s correlation reveals a significant high correlation between science teachers’ instructional and assessment practices (r = .851, p = 0.000).

A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs

A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs

Effects of professional learning communities on job satisfaction of female teachers in Vietnam

Effects of professional learning communities on job satisfaction of female teachers in Vietnam

교육공동체와 함께 하는 유아교육과정평가 탐구

This study aims to explore curriculum assessment in early childhood education within the educational community. For this study, six early childhood teachers working in an innovative kindergarten in the P region where a professional learning community is activated, were purposefully selected. Group interviews were conducted twice per institution, totaling four sessions, between January and February 2023. The data analysis revealed that the teachers' practices in curriculum assessment were categorized into three themes: ‘curriculum assessment conducted through co-creation and mutual care,’ ‘expansive implementation of curriculum assessment and creation of diverse assessment methods,’ and ‘curriculum assessment as a space for life and a trajectory.’ The findings are as follows: First, the teachers shared the understanding that curriculum is not created by an individual alone but is a process of collective creation, emphasizing that assessment is also a co-creation process driven not by individual teachers but through mutual care. Second, in the educational community, mutual care facilitated the co-creation of curriculum assessment, where teachers experienced curriculum practices that expand children's growth and learning, along with diverse assessment methods. Third, reflecting on the teachers' experiences with the educational community, it was confirmed that curriculum assessment, following the trajectory of children's learning, ultimately unfolds into the realm of life. This study, by examining the practice of curriculum assessment within the educational community alongside early childhood teachers in an innovative kindergarten, explores the teachers' perceptions and discussions about children, play, curriculum, learning, and teaching, seeks the relationship between curriculum assessment and the world, and aims to discover the ‘beyond learning’ co-created by the educational community.

Professional Learning Communities and Institutional Culture Change in Higher Education: Facilitators to Learning Ecological Validation to Support Historically Marginalized Students

In this article, we explore how three campuses implemented professional learning communities (PLCs) in order to create institutional change in support of culture change (toward ecological validation) to support at-promise student success. The study explores the process of learning within the PLCs, examines facilitators of learning ecological validation, and discusses the viability of PLCs as a vehicle to undergo such learning in support of institutional culture change. The findings identify six conditions that support learning within PLCs in higher education settings aimed at culture change and these are distinctive from findings in the K-12 literature on PLCs.

Improving K‐12 Teachers' Use of Sheltered Instructional Practices to Support Multilingual Learners: Results From a National Professional Development Grant

ABSTRACTAccording to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K‐12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed Project English Learners and Teacher Education (ELATE), a professional development program grounded in adult learning theories and centered around the Sheltered Instruction Observation Protocol (SIOP). SIOP is a research‐based instructional framework that aims to prepare teachers to bridge the gap between language and content instruction for MLs. It has the following eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. Limited empirical research suggests that SIOP is a reliable tool for detecting instructional intervention effects. Therefore, the purpose of this study was to (1) add to the empirical research focused on SIOP and (2) determine the impact of an intensive professional development program on in‐service teachers' use of instructional practices for MLs. We implemented a quasi‐experimental study focused on Project ELATE, a 5‐year National Professional Development (NPD) program that trained 170 in‐service teachers in providing quality instruction for MLs. The primary goal of Project ELATE was to improve in‐service teachers’ knowledge and instructional skills for supporting and teaching MLs. Training included graduate courses, clinical experiences, video demonstrations, a conference, and instructional coaching. Data sources included pre‐ and post‐program observations, interviews, and written reflections. Results showed statistically significant SIOP score increases for participants from pre‐ to post‐program on all eight components, while controls showed no significant increases. Overall, the findings provide evidence that Project ELATE significantly improved teachers' ability to use sheltered instructional practices. Qualitative data highlighted that participants benefited from feedback from multiple sources, including an English as a Second Language coach, video observations, and professional learning communities. In summary, this NPD program demonstrated success in improving teachers' instructional practices for MLs.

Exploring the implementation of challenge-based learning for sustainability education in Dutch secondary education: teachers’ experiences

Challenge-based learning (CBL) offers a promising approach for integrating education for sustainable development (ESD) in secondary schools. However, despite the growing body of knowledge on the implementation of CBL in higher education, less is known about its implementation in secondary education. This qualitative study investigated how secondary education teachers implement CBL using an adapted CBL compass, collecting data through semi-structured interviews with teachers (n = 8) and observations of teachers interacting in professional learning communities (n = 26). Results indicated that CBL in secondary schools involves meaningful, real-life challenges aligned with students’ interests, fostering citizenship skills and disciplinary knowledge through a student-centered approach, with teachers acting as coaches. Despite enthusiasm for CBL for ESD, teachers faced obstacles such as overloaded curricula, inflexible learning outcomes, and logistic issues in interdisciplinary collaboration. These findings can guide educators in overcoming these obstacles and encourage curriculum integration of ESD using CBL.

Factors Influencing Science Teachers' Professional Development: A Cultural‐Historical Activity Theory Perspective

ABSTRACTExploring the factors influencing science teacher professional development (STPD) and their interactions may provide insight into promoting professional development and improving science education. However, existing research mainly focuses on STPD in larger domains, such as individual, external, and contextual, without paying systematic attention to the connections between internal elements within domains. Therefore, this study utilized the cultural‐historical activity theory (CHAT) as a framework to systematically explore the interactions between factors influencing STPD. Content analysis was used to identify the factors influencing STPD. Subsequently, we adopted a convergent parallel mixed research method, aiming at a more comprehensive exploration of how these factors affect STPD. The interpretive structural model (ISM) and cross‐influence matrix multiplication (MICMAC) method were used to explore the interrelationships among the factors. Furthermore, from the CHAT perspective, semi‐structured interviews were used to identify the tensions in STPD. The ISM results showed that the factors influencing STPD have a six‐level hierarchical structure. Level 1 represents factors that directly influence STPD. The influences at Level 1 were also directly or indirectly influenced by the factors at Levels 2–6. The primary and secondary contradictions in STPD were identified by integrating the MICMAC and interview results under the CHAT lens. This study established that ISM and MICMAC not only identifies the hierarchical relationship between the influencing factors but also better identifies the contradictions between and within different types of factors from the perspective of CHAT. Based on our results, we suggest a focus on professional practice and learning communities, rural and remote school teachers, and efficient use of technology to connect experts, teacher trainers, and peer groups to improve the reach and efficacy of STPD.