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Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices.
- Source :
-
Teaching & Teacher Education . Feb2016, Vol. 54, p32-43. 12p. - Publication Year :
- 2016
-
Abstract
- This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0742051X
- Volume :
- 54
- Database :
- Academic Search Index
- Journal :
- Teaching & Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- 112471925
- Full Text :
- https://doi.org/10.1016/j.tate.2015.11.005