Designed for Practice, Practical for Design

Disciplinary Professional Learning Community as a Pedagogical Design Resource

Datos Bibliográficos

ID22044751
AutoresStephanie Bismuth (0000-0002-4880-9752, Hebrew University of Jerusalem), Avraham Merzel (0000-0002-2574-7050, Hebrew University of Jerusalem, autor de correspondencia)
Año2025
Volumen15
Número11
Páginas1503
Fecha de publicación2025-11-06
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15111503
OpenAlexW4415967906
IdiomaEN
Referencias citadas34

This study examines how the characteristics of a disciplinary professional learning community (DPLC) of middle school science and technology teachers function as resources for pedagogical design. Qualitative data were collected through in-depth interviews with teachers and community leaders, alongside passive observations of community meetings. The thematic analysis revealed the interconnectedness of five key DPLC dimensions—structural, content, social–affective, common-production, and meta-community—with two established categories of teacher resources: personal and curricular. Participants explicitly linked these resource types, leading to the development of a new model for understanding pedagogical design resources. This model offers guidance for DPLC leaders and teacher educators in intentionally leveraging DPLC dimensions to enhance teaching practice

Discipline · Faculty Development · Instructional design · Professional development · Professional learning community · Qualitative research · Thematic analysis · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Science Education and Pedagogy