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Towards an effective PLC : an intervention supporting reflective professional inquiry

Wigman, K. (2022) Towards an effective PLC : an intervention supporting reflective professional inquiry.

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Abstract:Professional Learning Communities (PLCs) are promising because teachers who are part of them seem to consider and aim to address pressing educational issues or problems through a collaborative and dialogic process called Reflective Professional Inquiry (RPI). This educational design research aimed to provide insight into the support professionals in a PLC need to improve school and system performance through RPI. An intervention was designed for PLCs in secondary education. Literature review and an analysis of already recorded interviews provided data for design. The quality of the intervention was measured during a try-out using observation and focus group interview. Professionals seem to need support aimed at structuring learning activities from a shared focus on teacher learning to improve student learning. The intervention designed, although promising, seemed difficult to use to its full extent. Parts used made the conversation more structured and focused on learning. It is recommended to try the intervention in several PLCs, with additional support regarding the use of the intervention, to draw conclusions about RPI within PLCs in general. When it can be concluded that the intervention has the intended effect, it can be examined whether the intervention also has an effect on teacher and student learning.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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