Professional learning communities enhancing teacher experiences in international schools

Lalor, Brian and Abawi, Lindy (2014) Professional learning communities enhancing teacher experiences in international schools. International Journal of Pedagogies and Learning, 9 (1). pp. 76-86.

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Abstract

In international school contexts, schools that establish support networks for newly arrived staff tend to stand a better chance of retaining staff and creating a positive and successful work environment. The case study at the center of the paper is an International School in Vietnam and this paper aims to highlight the importance of building professional learning communities (PLCs), both as arenas for academic expertise to be shared and as support networks for teachers. The PLCs being researched were established in August 2011, with the research taking place over 6 weeks during April and May of 2013. Eleven teachers took part in the phenomenological case study undertaken to gain a better understanding of their lived experiences. Findings suggest there was a refocusing on student achievement as being central to teachers' core business; an understanding of the importance of teacher leadership developed; teachers felt more valued because personal professionalism was acknowledged; and, a culture of sharing collaboration and general support emerged.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © eContent Management Pty Ltd. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 10 Feb 2015 06:50
Last Modified: 04 Jul 2016 06:33
Uncontrolled Keywords: professional learning communities; teachers' lived experience; teacher leadership; international schooling
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: 10.1080/18334105.2014.11082021
URI: http://eprints.usq.edu.au/id/eprint/25748

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