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The Partnership for the Development and Success of Science Education in Secondary Schools project seeks to improve science education by fostering a dynamic environment for professional development and teacher-led inquiry within professional learning communities (PLCs). Addressing the long-standing problem of outdated pedagogical approaches, the initiative encourages secondary science teachers to actively engage in action research to identify and/or address student misconceptions of scientific concepts. Through collaboration with professional development leaders and university experts, teachers are empowered to implement and refine evidence-based instructional strategies and cultivate a culture of ongoing professional growth and reflective practice. The partnership emphasizes the importance of bridging the gap between educational research and classroom practice to improve the quality and effectiveness of science education. The project aims to bring about a positive change in teachers’ instructional practices and reflections and an increased alignment with contemporary educational standards and evidencebased practices. [ABSTRACT FROM AUTHOR]

This study's main objective was to use structural equation modeling to examine the direct effects of teachers' amotivation, identified regulation, external regulation, introjected regulation, and intrinsic motivation on PLC development in Ethiopia's Awi administrative zone's primary and middle schools. For this purpose, a correlational quantitative study design was used. The arbitrarily selected 342 primary and middle school teachers were the major data sources through a questionnaire. The findings of this study confirmed that unlike identified regulation, introjected regulation, and amotivation, teachers' intrinsic motivation for continuous professional development and external regulation has a significantly positive and strong direct effect on building a professional learning community in schools. Besides, teacher intrinsic motivation fully mediated the influence of introjected regulation and identified regulation on enhancing professional learning communities, but amotivation and external regulation did not. In conclusion, the study underscores the critical role of intrinsic motivation in fostering PLC development in schools. Educational stakeholders should prioritize initiatives that promote teachers' intrinsic motivation, autonomy, and sense of purpose to cultivate vibrant learning communities. Plain language summary: Investigating how teachers' drive for ongoing professional growth connects with the formation of Professional Learning Communities through structural equation modeling This study aimed to investigate how various types of teachers' motivations affect the development of Professional Learning Communities (PLCs) in primary and middle schools within Ethiopia's Awi administrative zone, using structural equation modeling. A correlational quantitative design was employed, gathering data from 342 randomly selected teachers via a questionnaire. The study found that intrinsic motivation and external regulation significantly and positively impact the establishment of PLCs, unlike identified regulation, introjected regulation, and amotivation. Intrinsic motivation also fully mediated the effects of introjected and identified regulation on PLC enhancement, while amotivation and external regulation did not have this mediating effect. In conclusion, the research highlights the crucial role of intrinsic motivation in developing PLCs. It suggests that educational stakeholders should focus on initiatives that boost teachers' intrinsic motivation, autonomy, and sense of purpose to create effective learning communities. [ABSTRACT FROM AUTHOR]

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 contextual ambiguity found within the literature. Secondly, the paper employs this definition to inform the development of a conceptual framework for understanding effective PLC operation in schools, which can be used as a guide for PLC implementation at both the school and system levels. [ABSTRACT FROM AUTHOR]

Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers' internal motivation and willingness to cooperate with peers to facilitate a joint, self-reflective inquiry process of pedagogical improvement. The Israeli education system has adopted TBA policies. To determine how this affects a professional learning programme focused on reflective inquiry, we analysed staff discussions recorded in 180 PLC meetings in 17 schools. The study suggests that TBA not only narrows the curriculum and the repertoire of pedagogical practices used by teachers but also constrains the ability of teacher professional learning to counterbalance these negative consequences. [ABSTRACT FROM AUTHOR]

This article reports a study documenting managerial leadership within the schoolwork in tele-secondary institutions during the Covid-19 pandemic. The approach was qualitative with case study support. An exploratory stage was carried out, with the participation of management and teaching staff from the State of Veracruz, Mexico, and another in-depth stage, which resulted in the selection of two cases. The analysis presented focuses on a school principal and the center where he works; with the support of Atlas.ti, three categories were defined: teacher well-being, closeness to the students and professional learning community. The results show that what prevailed was the physical, labor and emotional well-being of teachers; the search for permanence and learning of the students, as well as the constitution of a professional learning community. We recognized that the possibility of innovation in education emerged, even amidst the health crisis. [ABSTRACT FROM AUTHOR]

Professional Learning Communities (PLCs) have potential as a collaborative model at facilitating culturally relevant/sustainable (CRS) pedagogical practices with preservice teachers. This article presents the results of a study examining the experiences of preservice English educators in a model PLC aimed at fostering understandings of CRS pedagogies with preservice educators. Monthly virtual PLC sessions were conducted over the course of four months, focused on developing an understanding of CRS pedagogies with six preservice educators. Transcripts from PLC sessions and individual interviews were examined through a qualitative case-study analysis to determine themes that emerged from participant experiences. Analysis revealed three themes as central to preservice teachers' experiences in the model PLC: (1) need for sense of community in the PLC, (2) apprehension regarding perceived administrative response, and (3) enthusiasm for attempting CRS practices in the classroom. PLCs centered on developing CRS practices with preservice educators may aid English teacher education programs in preparing teachers to educate students from culturally and linguistically diverse backgrounds. [ABSTRACT FROM AUTHOR]

Since the early 1990s, professional learning communities (PLCs) have been widely recognized as an effective, extensively researched approach to professional development, school improvement, and student learning enhancement as well as leadership development within educational settings. Nevertheless, there remains a scarcity of research concerning the impact of this approach to professional development within the context of initial teacher education. The present study is one of the first to systematically examine the possibilities and potential of PLCs for student teachers in their practical pedagogical studies (internship). In particular, the study examines whether Student-Teacher PLCs (ST-PLCs) can be implemented in pre-teacher education and the perceptions of student teachers concerning their participation and professional learning within an ST-PLC. A total of 56 students from the University of Education Vorarlberg (Austria), the University of Málaga (Spain), and the European University Cyprus participated in the study, responding to an online questionnaire and engaging in focus-group interviews. The data collected indicated that ST-PLCs serve as a robust strategy for collaborative learning and the development of professional competencies. An analysis of the qualitative data showed that ST-PLCs are spaces where the reflection and analysis of teaching-related topics are stimulated, supported, shared, encouraged, and enhanced. [ABSTRACT FROM AUTHOR]

In this article, I examine how teachers can enact 'powerful knowledge' (PK)—a curriculum principle proposed by Michael Young—by linking it with the scholarship of teacher professionalism (TP). Despite the significance of teachers' role in curriculum enactment, effort to understand this topic has been insufficient. I first indicate that separating the curriculum from teaching, as proposed by Young, is not applicable in schools, and it could rather confine TP limited to how to teach. Instead, by utilizing the concepts of 'transformation' and 'recontextualisation', I support that curriculum making and teaching is an interconnected process that calls for extensive teacher intervention based on profound professionalism. By integrating key ideas from the literature on TP, I argue three requirements should be met for the meaningful enactment of PK by teachers: first, a national curriculum grounded in the principles of PK and transformation/recontextualisation; second, alteration of the demanded professionalism assigned by external authorities; and finally, comprehensive and autonomous teacher professional learning for enacting good judgement regarding what, why and how to teach. [ABSTRACT FROM AUTHOR]

Professional learning community (PLC) has drawn global attention in the field of adult learning. This study applies paradox theory to examine how a group of Chinese school teachers transform their teaching practices in a self‐organized PLC without school policy support. The researchers applied the biographic‐narrative‐interpretive method (BNIM) to conduct 19 one‐on‐one interviews with eight teachers who were members of the PLC. The results showed that teachers who perceived their experiences through a paradoxical lens had a longer commitment to the PLC. The findings also revealed that the headteacher and school principal's informal leadership practices empowered teachers to navigate barriers caused by oppositional forces. The study offers insights into how a teacher‐driven PLC can be sustained in a hierarchical organization and suggests a three‐step iteration emphasizing the criticalness of learning‐by‐implementation. [ABSTRACT FROM AUTHOR]

In-person teaching abroad experiences, where pre-service teachers spend a defined period teaching in schools in a foreign country, have received considerable research attention in recent years. However, virtual alternatives have yet to be explored. This exploratory study sought to understand the effects a virtual teaching abroad experience had on pre-service teachers' professional learning. Data included teaching logs and reflective writings of two groups of pre-service teachers from Hong Kong who participated in a virtual teaching abroad experience hosted by a university in the United Kingdom and interviews with their course coordinators. The findings suggest that the PSTs found the virtual teaching abroad experience novel and unique, contributing to professional learning. Specifically, the experience (a) increased the PSTs' confidence and flexibility; (b) improved their synchronous online teaching skills; (c) gave them greater awareness of learner differences and needs; and (d) exposed them to innovative pedagogical approaches. The study suggests that virtual teaching abroad experiences could have a place within initial teacher education, especially as the financial costs associated with them are lower than in-person experiences. However, they do not seem adequate to replace a sustained period immersed in an overseas school context. [ABSTRACT FROM AUTHOR]

Teaching and learning are collaborative processes that require the support and participation of professionals from diverse backgrounds. The implementation of interprofessional education has proven to be beneficial in preparing students for the world of work. Despite the advantages, there is a lack of studies encouraging interprofessional education at universities in South Africa. This study was underpinned by the adapted model ‘Concerned-Based Model for Student Development’ as a theoretical lens. A single case study design was adopted in this qualitative study. A purposive sampling strategy was selected to recruit participants. The findings revealed that students shared a positive view toward interprofessional education. They believed interprofessional education significantly strengthened their content knowledge and practical skills collaboratively with other professions. This study contributes to the understanding of interprofessional education at a higher education institution in the South African context. It also provides an opportunity for academics to develop network learning communities with professionals in their subject areas to strengthen collaboration. Since this study was limited to the South African context, it is recommended to include participants from global HEIs to share good practices. [ABSTRACT FROM AUTHOR]

Implementation of Professional Learning Communities (PLCs) has become common place in schools across the globe. Perhaps, the prevailing definitions and operationalization of PLCs could explain the disparities in how they are executed in various contexts. By investigating a selection of recent studies, this review of literature aims to analyse how PLCs have been defined and operationalized in contemporary research. A total of 70 quantitative and mixed-methods research studies that were conducted between 2013 and 2018 were chosen to be inspected in this review to identify the definitions and tools employed in those studies. The definitions and tools were identified and analysed qualitatively to examine the underlying concepts. Findings of the investigation revealed that the definitions of PLCs were composed of three major components; process, outcome and critical conditions. Moreover, it has also been found that Professional Learning Community Assessment (PLCA) and its revised version PLCA-R were the predominant operationalization of PLCs in the recent years. The findings advocate the need for ensuring critical conditions for sustained implementation of PLCs. It is also claimed that inclusion of "result orientation" as a new dimension might demonstrate a better operationalization of PLCs. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

A professional learning community (PLC) instrument was developed to determine the level of PLC practice in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire's reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All five constructs have high-reliability index values between 0.86-0.95. Next, the EFA analysis shows five dimensions in the PLC instrument with factor loadings ranging from 0.61-0.84. The findings also show that the variance explained in the data is 68.99% with an Eigenvalue greater than 1. This result indicates that all items are received with high approval. In addition, a very high-reliability coefficient value, α=0.96. The results prove that this PLC instrument has high validity and reliability and can measure the level of PLC implementation practices in small schools in Peninsular Malaysia. [ABSTRACT FROM AUTHOR]

Perceived organizational support, participation in professional learning community, and participation time are used as the independent variable, the intervening variable, and the moderator variable, respectively, in this study for constructing a model to test the effects on professional growth. The analyses with PLS-SEM and CB-SEM are utilized in this study. With PLS-SEM analysis of 183 elementary school teachers, the goodness-of-fit of the preliminarily developed model is explored at the first stage. After the modification of the model, CB-SEM analysis of 644 elementary school teachers is further preceded to test the model at the second stage. The analysis results reveal the direct effects of perceived organizational support and participation in professional learning community on professional growth, the indirect effect of perceived organizational support through the intervention of participation in professional learning community on professional growth, and the moderation effect of participation time on the relationship between participation in professional learning community and professional growth. The research topic involves in intervening and moderator variables. Under the theoretical basis and immature past studies, PLS-SEM and CB-SEM are utilized for the test, expecting to construct the relevant model as the reference for successive research. [ABSTRACT FROM AUTHOR]

Quality education that prepares young people to think and make ethically responsible decisions seems to be the only sustainable solution to respond to today’s global challenges. However, this capacity to learn requires a new school grammar, through the creation of conditions, structures and cultures that promote relationships and synergies capable of transforming teachers and school leaders into creative learners and facilitators of learning. In this sense, this study sought to understand the effects of a change in the organizational dynamics of a school, the organization of teaching by educational teams, on the individual, collective and organizational learning of this school organization. To this end, we adopted a fundamentally qualitative research approach, which we operationalized through a case study, based on a quali-quanti approach. We combined a descriptive statistical analysis of two questionnaires with a content analysis of interviews, focus discussion groups, and field notes from classroom observations and educational team meetings. The analysis of all these data points to the fact that effective change in schools and education that promotes deep learning for teachers and, consequently, for students and the organization, requires joint and articulated action not only at the level of structure and leadership, but also at the level of beliefs and school cultures.

In a new context of management and teaching action, framed by the organisation of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalised through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analysing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.

Academic libraries across North America purport to be prioritizing equity, diversity, and inclusion (EDI), but investigations into how librarians learn about EDI are lacking. In this study, we interviewed 21 academic librarians in Canada about their EDI learning journeys using the strengths-based appreciative inquiry approach. This paper focuses on the question, "What shapes ideal learning experiences related to EDI for academic librarians?" In uncovering librarians' stories of learning transformations, we found that EDI learning often elicits discomfort; it involves recognizing one's biases, being vulnerable, and making mistakes. However, these learning stories can motivate and inspire others to learn and engage in critical self-reflection through questioning assumptions and underlying beliefs. EDI learning in professional contexts was inextricably linked to learning in informal and personal contexts, and positionality is essential to how learning is shaped. Learning was described to be ideal in low-pressure, authentic, brave environments that facilitated meaningful conversations, with institutional support. However, there seemed to be a disconnect between one's learning and one's ability to effect change. [ABSTRACT FROM AUTHOR]

Purpose – This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades. Design/methodology/approach – A conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data. Findings – The findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted. Originality/value – This paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke's six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency.

AbstractTeacher self-efficacy is one of the most critical factors influencing students’ learning outcomes. Accordingly, school reforms globally have advocated professional learning communities (PLCs) as a school-level approach for improving teachers’ instructional practices. This inquiry tested the influence of PLCs on teaching efficacy beliefs of Economics teachers. Survey data were collected from 97 Economics teachers in senior high schools of Cape Coast Metropolis, Ghana, using adapted Professional Learning Community Assessment-Revised (PLCA-R) and Teacher Sense of Efficacy scale (TSES). The data were analysed using descriptive statistics and structural equation modelling. The findings showed that Economics teachers had high level of teaching efficacy. They were moderately engaged in the implementation of PLCs. The research also revealed that shared and supportive leadership (SSL) had statistically significant effect on teachers’ teaching efficacy beliefs. Further, it was discovered that shared value and vision (SVV), collective learning applications (CLA), shared personal practice (SPP), supportive conditions-relationships (SCR) and supportive conditions-structures (SCS) had positive effects on teachers’ teaching efficacy. The study recommended that the Ministry of Education (MoE) and school administrators should continue to provide positive school culture that builds teachers’ teaching efficacy and engagement in PLCs.

AbstractThis study seeks to examine how the design and implementation of a professional learning community promotes teacher educators’ professional learning during the recent health crisis. The article reports the experience of six Chilean English language teacher educators that participated in the first iteration of a larger design-based research project. Data were collected through a focus group and individual semi-structured interviews and analysed using thematic analysis, which offered the possibility of showing the participants’ varied perspectives and insights towards the community. The community became a space to seek and provide advice, emotional support and improve collegial relationships during uncertain times. It also offered a low-risk space to unveil teaching practices, reflect upon them and learn with and from colleagues. This article’s main contribution is a detailed description of the design and implementation of a learning community and its characteristics while highlighting the relevance of teachers’ selves for their professional growth.

Online teacher professional development is a branch of online learning, which offers educators opportunities to refine their pedagogical skills and collaboratively construct knowledge within professional learning communities. During these interactions, teachers often engage in knowledge construction while exhibiting diverse role characteristics. Investigating these role characteristics and knowledge construction patterns can enhance the comprehension of the interaction process and contribute to online teacher professional development design, addressing challenges such as weak activity and low collaboration. This study examined the key roles that actively interact or contribute to the online community in online teacher professional development, analysing interactive participation characteristics and knowledge construction behaviour patterns. Data were collected from an online teacher professional development activity in China. Statistical, content and lag sequence analysis methods were employed. Results showed that the three key roles had weak interaction persistence and different content quality in interactive participation characteristics. Knowledge construction behaviours of key roles were generally at a high level, with different patterns observed. Finally, the study proposed practical implications based on key roles' interactive participation characteristics and knowledge construction behaviour patterns. These implications may inspire the learning designs that promote online interaction and deep learning based on role characteristics in online teacher professional development.Practitioner notesWhat is already known about this topicOnline teacher professional development is an evolving and increasingly recognized field within education, positioned as a subset of online learning. Within professional learning communities, teachers engage in knowledge construction and display varied role characteristics.In large‐scale online teacher professional development, only a few consistently maintained knowledge sharing and interaction. These active participants, or 'key roles', account for the majority of interactions.The interactive characteristics of the key roles are rarely discussed.What this paper addsKey roles, while actively participating in the online community, do not necessarily maintain consistent activity throughout the learning process.The interactive participation behaviour of key roles tends to learn more towards 'following' rather than 'initiating'.The quality of interactive content from key roles varies widely. While they are responsible for a significant portion of interactions, it is not guaranteed that these interactions will always be of high quality.Knowledge construction behaviour patterns vary among key roles. Overall, their knowledge construction behaviours are generally at a high level and primarily transit among high stages of knowledge construction.Implications for practiceMaintain continuous interaction and posting high‐quality content prove to be challenging even for key roles. Course administrators should monitor and strategically enhance their engagement to prevent them from becoming lurkers.Understanding the behaviour patterns of key roles offers insights for increasing interaction enthusiasm among active participants.It is necessary to develop role‐specific scripts in professional learning communities, to tailor content for opinion leaders, contributors and boundary spanners. [ABSTRACT FROM AUTHOR]

Prior research has established principal leadership as a key factor in enhancing professional learning communities. However, researchers are only beginning to make progress in identifying the means and 'paths' through which school leaders contribute to professional learning communities. This study tested a multilevel, moderated mediation model of the processes linking instructional leadership and professional learning communities in China where professional learning communities have long been embedded in the culture of schools. In this study, 'teacher responsibility' was proposed as a mediator and procedural justice climate as a moderator of the relationship between principal leadership and teacher professional learning communities. The results based on the analysis of responses from 3374 teachers revealed significant direct and indirect effects of instructional leadership on the professional learning communities via teacher responsibility. Procedural justice climate significantly moderated the effects of instructional leadership on both teacher responsibility and professional learning communities. The positive effects of instructional leadership were strengthened when the procedural justice climate was higher. [ABSTRACT FROM AUTHOR]

Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article's authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times. [ABSTRACT FROM AUTHOR]

Maintaining a commitment to social justice teaching can be especially challenging when navigating the bureaucratic systems and ever‐spiraling responsibilities of the education system. To better understand how social‐justice‐oriented educators navigate these tensions, this paper uses qualitative methods to investigate the social justice problems of practice identified by five chemistry teachers in a year‐long professional learning community. By analyzing the challenges described in their problem‐posing segments, I identify seven major themes that represent key sources of tension and possibility as teachers move from theory to practice in teaching chemistry for social justice. These findings indicate that the practical considerations of day‐to‐day teaching practice create the most salient tensions when moving from theoretical ideas of social justice to a deeply integrated enactment of social justice teaching. Through a deeper analysis of two cases, I demonstrate the effects of discussing problems of practice with a group of teachers who had similar disciplinary backgrounds and ideological stances. These discussions shifted the tensions from potential barriers to areas of possibility in which they were able to enact new ideas within the confines of their context. Taken together, these findings indicate that developing social justice educators requires attention to navigating the practical details of teaching from a social justice lens. [ABSTRACT FROM AUTHOR]

It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers' uptake of plurilingual pedagogy. We draw on data collected from a design-based qualitative study that investigated the implementation of plurilingual pedagogy in primary classrooms in Australia. In this study, teachers engaged in professional learning on plurilingual strategies alongside digital multimodal composing. The study identified a number of affordances of digital multimodal composing that were particularly beneficial for inclusion of students' varying knowledge of language. They included (1) an aural mode of meaning-making, (2) a playful composing process and (3) a flexible interplay of languages and modes in digital texts. The article concludes by discussing approaches to the use of digital multimodal composing for plurilingual strategies in linguistically diverse settings. [ABSTRACT FROM AUTHOR]

Like other health care practices, the increasing complexity in dentistry signals the need for a reconceptualisation of dentist professional learning. Professional dental bodies, at large, still privilege formal continuing professional development (CPD) provisions focusing on off-the-job activities despite growing evidence that much invaluable learning occurs through and at work. In exploring the two common dentist CPD approaches, this article critiques the narrow conceptions of learning inscribed in these frameworks, which are individualistic and acquisition oriented. Drawing on a vignette of dentists' professional practice at work, this paper argues for a shift in discussion from an emphasis on which CPD models work best to what counts as professional learning for dentists. To flesh out these arguments, the paper proposes using an innovative conceptual approach through the lens of 'complexity thinking' and the concept of 'co-present group'. Through this lens, the reframing of thinking brings out two key features of learning: Emergent learning cannot be specified in advance and much significant learning is typically beyond an individual's learning. Given the learning potentials of group practice and group learning, the paper concludes with suggestions to support dentists' lifelong learning at work. [ABSTRACT FROM AUTHOR]

The article focuses on the Dublin City University Changemaker Schools Network, emphasizing the cultivation of empathy, creativity, leadership, and teamwork to empower students as changemakers. Topics include the network's collaborative approach to professional learning, the development of primary school teachers and students as agents of change, and examples of initiatives undertaken by schools within the network to promote inclusive education.

Little is known about the relations between principals' effectiveness in specific leadership tasks and student achievement. The purpose of this study is to explore principal task effectiveness, as perceived by principals themselves and their senior management teams (SMTs), and to explore the associations between perceived principal task effectiveness and student achievement. This study employed an exploratory quantitative design using surveys to collect principal and SMT ratings of principal task effectiveness. In addition, grades from secondary school exit examination in Mathematics and English as a Second Language (ESL) were collected from all public secondary schools in the Maldives. An exploratory factor analysis was used to explore principal task dimensions. Hierarchical regressions were used to examine the predictive ability of principal task effectiveness and certain principal characteristics on student achievement. The analysis revealed five leadership task dimensions: School Management, Instructional Management, Teacher Quality, External Relations, and Program Development and Evaluation. The Teacher Quality dimension positively predicted student achievement in ESL. This research highlights the importance of principal task effectiveness and its link to student achievement. The findings have implications for principals' preparation and professional learning. [ABSTRACT FROM AUTHOR]

The study aimed to identify each of the level of practice of professional learning communities in public education schools in Jeddah from the point of view of teachers, and the level of availability of leadership capabilities among teachers in general education schools in Jeddah from the teachers' point of view, and the relationship between professional learning communities and the leadership capabilities of teachers, and the extent to which there are differences Statistically significant about the level of practice of professional learning communities in public education schools in Jeddah from the point of view of teachers due to the variable years of experience, and the extent to which there are statistically significant differences about the level of availability of leadership capabilities in general education schools in Jeddah in general education schools in Jeddah from the point of view of teachers due to the variable years of experience, The study followed the comparative correlational survey quantitative approach, and the questionnaire as a tool for data collection. The study population included the teachers of general schools in Jeddah, Saudi Arabia of (29094 teachers), and a sample of 705 teachers. the responses on the axis of "the level of availability of leadership capabilities among teachers in general schools in Jeddah" came with a "high" degree of availability, and there was a direct (positive) correlation relationship with statistical significance at the level (0.05) between the degree The study recommended that there is a direct (positive) correlation with statistical significance at the level (0.05) between the total degree of practicing professional learning communities and the total degree of leadership abilities in public education schools in Jeddah. And that the school principal must involve teachers in decision-making processes, and enable individuals to work together. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Instructional leadership plays a particular role in school since its role has always been to impact effective teaching and learning processes. Instructional leadership practices is essential in promoting professional development among teachers. Professional learning communities (PLCs) are recognized as one of effective organization practice involving collaborative learning to improve school performance. This paper emphasize the importance of promoting collaborative learning among teachers by instructional school leaders. Therefore, this conceptual paper aims to discuss the influence of instructional leadership practices among school leaders towards PLCs practices. Hence, issues and challenges in implementing PLCs in schools are discussed. As a result, this conceptual paper offers insights with implications for policy, practice, and training. The policy makers should emphasize the encouragement of PLCs implementation to promotes its beneficial practice for school performance. Besides, school leaders should focus on instructional leadership strategies that highlight best practices to promote collaborative learning opportunities for professional development among teachers. This paper also underscores the significance of equipping school leaders with the necessary skills to foster a positive school climate, thereby enhancing the successful implementation of Professional Learning Communities (PLCs) among teachers. In conclusion, instructional leadership plays an important role in supporting the PLCs implementation in school. [ABSTRACT FROM AUTHOR]