The Role of a Professional Learning Community in Informing Teacher Practice: A Case Study in Raffles Girls' School
Project Type: Academic Research | Discipline: Teacher Learning |
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Duration: 01/2015 - 12/2017 | Domain: Professional Development |
Abstract:

The
ability of professional learning communities (PLCs) to benefit professional
learning and drive innovative changes in schools has been addressed in both qualitative
and quantitative studies (Vescio, Ross, & Adams, 2008). However, due to the
struggles entailed in creating and sustaining PLCs, it becomes a prerogative
for schools to understand the outcomes of PLCs on teaching practice and student
learning, in order to evaluate the effectiveness of PLCs for continual change
and improvement. This study investigated how participation in a PLC contributed
to teachers’ knowledge and practice; and by extension, to student learning
outcomes. The PLC in this context refers to a white space carved out during
school curriculum hours for teachers and school leaders to work on pedagogical
issues and engage in professional discourse. A case study approach was used,
comprising a mixed-method design. A school-wide survey was administered,
followed by teacher interviews and PLC recordings from various departments.
Student focus group discussions were piloted to elicit students’ perspectives
about their learning experiences in school. Artefacts from the PLC such as
online discussions, repositories, and minutes were reviewed. Results from the
data suggested that the PLC had the strongest effect on teachers' assessment
literacy and curriculum design practices. While some areas of learning from the
PLC were observed to be translated into teaching and learning practices in the
classroom, findings also highlighted a need for teachers to utilize PLC time to
engage in consistent, in-depth reviews on how teaching practices have made a
difference to students’ learning. Recommendations such as drafting an action
plan to enhance review processes were proposed and implemented. This study
concludes that the PLC retains its value and significance in the building of a
collaborative work culture, and in facilitating the development of individual and
collective capacities in knowledge creation and problem-solving.
Research Personnel:
Role | Name | Department |
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Investigator |
Ms Masturah Abdul Aziz | PeRL |
Co-investigator | Ms Tan Yen Chuan | PeRL |
Collaborator | Mrs Lucille Yap | PeRL |
Research Assistant | Thet Thiri Ko | PeRL |
Advisor | Mrs Mary George Cheriyan | PeRL |