Enhancing cognitive presence in teachers’ professional learning communities via reflective practice
Bibliographic Data
| ID | 21494432 |
|---|---|
| Authors | Zinab A Alzayed (0000-0003-0578-0934, Administration of Public Education, Riyadh, Saudi Arabia, corresponding author), Rashid H Alabdulkareem (King Saud University), Rashid Alabdulkareem (King Saud University) |
| Year | 2021 |
| Volume | 47 |
| Issue | 1 |
| Pages | 18-31 |
| Publication date | 2021-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2020.1842134 |
| OpenAlex | W3096183206 |
| Language | EN |
| Citations received | 7 |
| References cited | 17 |
The effectiveness of professional learning communities (PLCs) in schools depends significantly on the extent of fostering teacher learning. In this explanatory case study, 16 female teachers from a girls’ high school in Saudi Arabia joined a reflective practice programme where they engaged in collaborative inquiry to solve a problem in their work. The study sought to understand how reflective practice enhances the cognitive presence levels, namely triggering event; exploration; integration and resolution, in a teacher’s PLC. Data sources included transcripts of face-to-face and online discussions and focus group interviews. Analysis of discussions revealed that the participants were capable of movement through the four levels of cognitive presence, reaching the higher levels in which knowledge is built and applied. Interviews analyses generated four themes indicating factors that contribute to the emergence of higher levels of cognitive presence during the reflective practice programme. These factors comprise focus on experience and real practice, long-term training in the school context, social cohesion and the facilitator’s role. This study provides evidence for the potential of reflective practice to support teachers’ learning in PLCs. At the same time, it calls for further research on effective methods that facilitators of reflective practice use to prompt this learning
Cognition · Cognitive Apprenticeship · Facilitator · Focus group · Mathematics education · Pedagogy · Professional development · Professional learning community · Reflective Practice · Sociology · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Reflective Practices in Education · Social Psychology
Measuring Reflective Inquiry in Professional Learning Networks
Uncovering the role of principals in enhancing teacher professional learning in a centralized education system
Bringing digital resource decision-making up to date
Navigating online Practice Teaching (PT) amidst the Covid-19 pandemic
Blended professional learning
Ghosts and Contagion
Professional learning communities and their impact on teacher performance
| Citations per year | 2.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |