ERIC Number: EJ1424882
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: EISSN-1747-5120
Available Date: N/A
The Network Professional Learning Community Approach: An Effective Model for Individual and Group Learning
Teacher Development, v28 n3 p330-346 2024
Networked approaches to professional learning have been shown to offer broad influence and unique benefits to teachers' continuing development. However, despite decades of research into the professional learning community (PLC) approach within single schools, there is a paucity of research about network PLCs and a lack of models for effective practice in facilitating networks. The mixed methods study reported in this article involved a case study about a network PLC focused on visual arts in early childhood education (ECE) in New Zealand. The case study explored what elements of a network PLC were effective and found that the nexus between reflective and practical learning improved teacher efficacy. Both individual and collective learning were shown to be influential on pedagogy in the member ECE settings. Leadership practices supported participants to apply new learning in practice with children, and to share learning with colleagues for further effect and embedded change in pedagogy.
Descriptors: Communities of Practice, Social Networks, Foreign Countries, Visual Arts, Early Childhood Teachers, Teacher Education, Barriers, Learning, Trust (Psychology), Reflection
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
Author Affiliations: N/A