Toward a Deeper Understanding
Testing a Multidimensional Framework of Professional Learning Communities in Sub-Saharan African Schools
Bibliographic Data
| ID | 21308151 |
|---|---|
| Authors | Fernanda Soares (0000-0002-6124-5576), Kirsten Galisson |
| Year | 2021 |
| Volume | 65 |
| Issue | 1 |
| Pages | 76-103 |
| Publication date | 2021-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education Review (JOURNAL) |
| Journal identifiers | ISSN: 0010-4086 • E-ISSN: 1545-701X |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/712179 |
| OpenAlex | W3134570907 |
| Language | EN |
| Citations received | 1 |
| References cited | 33 |
Professional learning communities (PLCs) are becoming increasingly popular, in a recognition that teachers’ knowledge is situated in teachers’ daily experiences and best acquired through ongoing practice and reflection. This study examines the relationship between participation in PLCs and teaching practices and tests specific aspects of a PLC framework for sub-Saharan Africa, which has not been studied before. Data originate from a teacher survey implemented with over 2,300 preschool and primary education teachers in Equatorial Guinea, Ghana, and Nigeria. Our results show a positive significant relationship between higher levels of participation in PLC and constructivist student-centered practices for two out of the three countries under study. Findings also indicate that PLCs’ four core characteristics conceptualized by the literature from high-income countries are associated with higher constructivist student-centered practice across all three countries
Constructivist teaching methods · Mathematics education · Medical education · Pedagogy · Professional development · Professional learning community · Reflection (computer programming) · Situated · Sociology · Teaching method · Educational Practices and Challenges · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
The New Meaning of Educational Change
Professional Community in Chicago Elementary Schools
How Does Professional Development Improve Teaching?
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools
Professional communities and student achievement – a meta-analysis
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China
A review of research on the impact of professional learning communities on teaching practice and student learning
Promoting a self-sustaining learning community
Improving teacher education in rural Mexico
School-based teacher development the experience of teacher professional groups in secondary schools in Chile
A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students
Pedagogical renewal
The reconceptualisation of learner-centred approaches
The cultural politics of constructivist pedagogies
Action research in West African schools
Developing a systemic approach to teacher education in sub-Saharan Africa
Changing pedagogical practice in Kenyan primary schools
The discourse of classroom interaction in Kenyan primary schools
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
Collaborative Space in South African Schools
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |