A Professional Learning Community Journey

A case study of teachers’ professional learning: Becoming a community of professional learning or not?

This paper describes a school’s participation in a project designed to support critical reflection of teachers’ beliefs about best practice in early childhood education, and how these beliefs and practices intersected with shifting policies and trends in the broader early childhood field. The “Professional Learning” Project (PL project), was conducted in collaboration with a local university. A...

Journey from technician to professional.

Teacher Metacognition within the Professional Learning Community

A study of teacher metacognition within the context of the professional learning community (PLC) was conducted to understand how teachers describe their metacognition, what they describe as the catalysts to their metacognition, and how metacognition influences their work. Although the PLC was used as a context for the study, the findings include that the PLC was an environment in which teacher ...

Professional Learning Community in Secondary Schools Community in Malaysia

This paper outlines a research towards an initial assessment of the stage of the PLC in secondary schools in Malaysians secondary school with teachers as the main focus. A brief philosophy of the importance of learning organization and its development in various countries was reviewed and incorporated by the current situations, leading to the objectives and methodology for this study. The resul...

Relational Trust: The Glue that Binds a Professional Learning Community

This article examines how principals describe the nature of relationships and presence (or absence) of relational trust among teachers, and between the teachers and the principal in the discourse of professional learning communities. Participants were 12 school principals from urban, suburban, and rural communities in Manitoba. In the discourse of learning communities, the notion of trust is ar...