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Direct linkJessica Ford – ProQuest LLC, 2024
This qualitative phenomenological study aims to explore teachers' perceptions of professional learning communities and how they feel it impacts their effectiveness as secondary mathematics teachers in two instructional domains--content knowledge and pedagogy. Teachers spend a substantial amount of their time engaged in Professional Learning…
Descriptors: Teacher Attitudes, Communities of Practice, Teacher Effectiveness, Secondary School Teachers
Download full textNicole Hitt; K. C. Culver – Pullias Center for Higher Education, 2025
University of Denver (DU) is a private, research university in Colorado. Located in Denver, DU enrolls approximately 14,000 students across 10 colleges. About 41% of full-time faculty at DU are in non-tenure track positions, which they refer to as Term and Professional Faculty (TPF). DU has expanded promotion opportunities for TPF that mirror…
Descriptors: College Faculty, Communities of Practice, Faculty Development, Nontenured Faculty
Peer reviewedBarbara Hanfstingl; Thomas Andreas Ogradnig – International Journal for Lesson and Learning Studies, 2024
Purpose: The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the…
Descriptors: First Aid, Foreign Countries, Training, Program Effectiveness
Christopher Hudson – Journal of Education, 2024
This paper focuses on the development of professional learning communities (PLCs) in schools, which are communities of educators tasked with improving student learning outcomes. The purpose of this paper is twofold. First, the paper explores the central tenets of an effective PLC and contributes a definition of the concept to address much of…
Descriptors: Communities of Practice, Program Development, Program Effectiveness, Teacher Collaboration
Yasemin Türk; Adnan Baki – Journal of Theoretical Educational Science, 2024
The aim of the study is to examine how lesson study activities affect primary school preservice teachers' noticing of students' misconceptions. A qualitative research approach was adopted and action research method was used. The study was conducted with 9 primary school preservice teachers. The data were obtained from the observation form, video…
Descriptors: Communities of Practice, Elementary School Teachers, Preservice Teachers, Preservice Teacher Education
Erny Roesminingsih; Windasari Windasari – Journal of Pedagogical Research, 2025
School principals' leadership is crucial in improving teacher professionalism and performance. One key way to enhance teacher professionalism is through professional learning communities (PLCs). This study aims to explore the role of PLCs as a mediator between transformational leadership and teacher performance in Indonesia. This study is…
Descriptors: Foreign Countries, Principals, Leadership Styles, Transformational Leadership
Yorel Lashley; Erica Halverson; Stephanie Richards; Emily Nott; Tracey Bullington; Lindsey Kourafas; John Samuels; Leila Rahnamanoabadi; Audriana Ryann Zeuske – Wisconsin Center for Education Research, 2025
This paper presents the preliminary findings and research agenda for the University of Wisconsin-Madison's Community Arts Collaboratory's (Arts Collab) 2-year initiative supported by the National Endowment for the Arts. The research examined how arts-based, embodied professional learning can support school-based educators in developing and…
Descriptors: Social Emotional Learning, Art Education, Faculty Development, Communities of Practice
Michel P. Basister; Jöran Petersson; Rowena D. T. Baconguis – SAGE Open, 2025
One of the institutionalized collaborative practices among teachers and other educators is the conduct of lesson study (LS). Considering the growing interest in the potential of LS to improve the quality of education through collaboration, it is worth exploring its potential contribution to enhancing the teaching competencies of teachers. This…
Descriptors: Mathematics Teachers, Special Education Teachers, Teacher Improvement, Teacher Collaboration
Bennett, Paul Nathan – International Journal of Mentoring and Coaching in Education, 2022
Purpose: The purpose of this study was to explore how teacher coaching was implemented across eight schools. Design/methodology/approach: A subjectivist epistemological position was adopted as the most appropriate for this study, and a qualitative approach to methodology, data collection and analysis was used within an evaluative multiple case…
Descriptors: Program Implementation, Coaching (Performance), Foreign Countries, Communities of Practice
Schipper, Tijmen M.; Willemse, T. Martijn; Goei, Sui L. – Journal of Education for Teaching: International Research and Pedagogy, 2022
Lesson Study is a rapidly growing and increasingly popular teacher professional development approach and is valued for its cyclical, classroom-based and collaborative nature. Mostly used in primary and secondary education, Lesson Study has only recently been applied to the context of initial teacher education focussing on pre-service teachers'…
Descriptors: Communities of Practice, Faculty Development, Teacher Collaboration, College Faculty
Sean P. Yee; N. Papalia; J. Deshler; K. C. Rogers; A. Lamarche; R. Petrulis – PRIMUS, 2024
To aid departments in growing and supporting the potential of novice instructors, this paper shares a peer-mentoring program that has been implemented at three universities over the last five years for graduate student instructors (GSIs, master, and doctoral) within mathematics departments. This paper provides frameworks, curricular topics,…
Descriptors: Peer Teaching, Mentors, Graduate Students, Beginning Teachers
Carla Valério; Cláudio Farias; Carla Luguetti; Isabel Mesquita – Physical Education and Sport Pedagogy, 2024
Background: Background: Research demonstrates the benefits of communities of practice (CoP) for teachers' professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers' (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes.…
Descriptors: Physical Education Teachers, Teacher Education Programs, Communities of Practice, Preservice Teachers
Technological Affordances in Teachers' Online Professional Learning Communities: A Systematic Review
Fangzhou Jin; Zicong Song; Wai Ming Cheung; Chin-Hsi Lin; Tiruo Liu – Journal of Computer Assisted Learning, 2024
Background Study: Previous systematic reviews concluded that online professional-learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs. Objectives: The aim of this study is to…
Descriptors: Communities of Practice, Faculty Development, Computer Mediated Communication, Technology Uses in Education
Nita A. Tarchinski; Thomas Matthew Colclough; Ashley Atkinson; Emily Bonem; Nathan Emery; Victoria Farrar; Madeleine Gonin; Daniel Guberman; Eleanor Louson; Matthew Mahavongtrakul; Timothy McKay; Marco Molinaro; Meryl Motika; Lizette Alda Muñoz Rojas; Hurshal Pol; Kem Saichaie; Kelsey Smart; Megan Stowe; Natasha T. Turman; Jenna Marie Thomas Vest; Ryan Sweeder – To Improve the Academy, 2025
The STEM Equity Learning Community (SELC) project guided multidisciplinary teams from nine large, public research institutions through a yearlong experience. We aimed to support instructors and undergraduate students in developing equity-mindedness to drive structural change efforts on their campuses. The SELCs were supported by access to equity…
Descriptors: Undergraduate Students, Equal Education, STEM Education, Educational Change
Amy M. Leman; Eliza Petry; Joseph Birrittier – Journal of Agricultural Education, 2025
Lesson study is a form of teacher professional development designed to improve instructional techniques by collaborating with teachers to develop and test a lesson plan and examine its effect on learners. Lesson study is designed for in-person meetings and observation. School-based agricultural education (SBAE) teachers often do not have enough…
Descriptors: Communities of Practice, Agricultural Education, Faculty Development, Social Support Groups
