Please use this identifier to cite or link to this item: http://vpet.vtc.edu.hk/dspace/handle/999/418
Title: Educational reforms and the practices of professional learning community in Hong Kong primary schools
Authors: Pang, Sun Keung, Nicholas
Wang, Ting
Leung, Lai Mei, Zoe
Issue Date: 2016
Publisher: Routledge
Journal: Asia Pacific Journal of Education
Abstract: This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices.
Keywords: Educational change
Educational practices
Foreign countries
Communities of practice
Leadership
Cooperative learning
Professional continuing education
Statistical analysis
Elementary school teachers
Questionnaires
Comparative analysis
Type: Article
ISSN: 0218-8791
DOI: 10.1080/02188791.2016.1148852
Appears in Collections:Teaching and Learning

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