Development of professional learning communities through action research
Understanding professional learning in practice
Bibliographic Data
| ID | 21600907 |
|---|---|
| Authors | Peter Johannesson (0000-0002-3150-758X, University of Gothenburg, corresponding author) |
| Year | 2022 |
| Volume | 30 |
| Issue | 3 |
| Pages | 411-426 |
| Publication date | 2022-05-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2020.1854100 |
| OpenAlex | W3108208436 |
| Language | EN |
| Citations received | 23 |
| References cited | 22 |
This paper explores professional learning as teachers engage in action research to improve their practices. Despite many contributions on professional learning communities and their effects on school improvement, there is less research on how they are developed and how teachers learn collectively. Using a social theory of learning, three dimensions of communities of practice are used to analyse and describe the qualities of learning groups, where teachers participate by conducting action research. Findings suggest that when teachers engage in action research, they develop a shared repertoire related to the local needs, as well as to the field and traditions of action research. In turn, the repertoire facilitates collaboration among teachers. However, different understandings of the project affect mutual engagement in the learning groups. This indicates that deficiencies in alignment between the local practice and the practice of action research, affect the group qualities and may hinder the development of a PLC. Hence, this paper argues for the importance of making explicit the learning goals for both the local schools’ improvement work and the new way of working, which is the refinement of the practice. The implications for practice in schools entail making practice visible, including each school’s learning history
Action learning · Action research · Community of practice · Cooperative learning · Faculty Development · Mathematics education · Pedagogy · Professional development · Professional learning community · Repertoire · Sociology · Teaching method · Educational Assessment and Improvement · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
An excellent adventure
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Examining the Implications of Islamic Teacher Education and Professional Learning
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Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects
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An analysis of prospective primary school teachers’ action research
Using a theory of change approach to support teachers’ action research inquiries
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A clear center but no clear boundaries.’ The construction of professional identities in spiritual care through boundary work in participatory action research within health care
Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation
Desarrollo profesional docente en educación infantil desde la investigación-acción
A Narrative Approach to Discerning Some Key Issues for Catholic Education in a More Synodal Church
The Action Research Planner
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How Does Professional Development Improve Teaching?
State of the art – teacher effectiveness and professional learning
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Situated Learning
Qualitative Quality
| Unique citing works | 23 |
|---|---|
| Citations per year | 4,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |