scholarly journals The obstacles of the performance of professional learning communities (plc)from the point of view of science teachers in afif.

2021 ◽  
Vol 4 (3) ◽  
pp. 376-405
Author(s):  
Sa’ad Mohammed Al-Otaibi ◽  
◽  
Saleh Ebrahim Alnafesah ◽  
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Science Teachers ◽  
Professional Learning ◽  
School Environment ◽  
Research Society ◽  
Point Of View ◽  
Development Programs ◽  
And Performance ◽  
Performance Obstacles

This study aimed to identify the obstacles of the performance of professional learning communities (PLC)from the point of view of science teachers in Afif Governorate in the Kingdom of Saudi Arabia. to answer the study questions, the researchers used the descriptive analytical approach, by developing a questionnaire consisting of two main topics: performance obstacles related to the personal aspects of the teacher, and performance obstacles related to school environment. The sample consisted of 95 science teachers in primary, middle and secondary schools. The sample size was 53.98% of the research society. The results indicated a number of performance obstacles from the point of view of science teachers. Among the most important performance obstacles related to the personal aspects of the teacher is the large number of teaching and administrative responsibilities that reduce the opportunities for cooperative work among teachers. Another obstacle in this topic is that less attention in the professional development programs is given to PLC. As for the obstacles related to the school environment, the most important of which is the school’s lack of an educational environment that supports PLC. The intensity of students numbers in the classroom which reduces the chances of the teacher reflection on teaching practices. The results also showed that there are no statistically significant differences credited to the variable of the grade (primary - intermediate - secondary) (α = 0.05).While statistically significant differences occurred related to the number of years of experience, in favor of more experienced science teachers (α=0.05(.

scholarly journals Teaching enquiry with mysteries incorporated: The benefits of involving pre-service teachers

2015 ◽  
Vol 3 (4) ◽  
pp. 512-528
Author(s):  
Beulah McManus ◽  
Anne O’Dwyer ◽  
Peter Childs ◽  
Joanne Broggy ◽  
Orla McCormack
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Science Teachers ◽  
Professional Learning ◽  
Discussion Paper ◽  
Inquiry Based Learning ◽  
Unique Aspect ◽  
Science In Society ◽  
Society Project

TEMI, Teaching Enquiry with Mysteries Incorporated, is an EU-funded FP7 Science in Society project running from 2013 to 2016. The project aims to encourage science teachers to develop an understanding of inquiry-based learning as well as developing an understanding of the benefits of utilising such approaches in one’s classroom. Drawing on the 5E learning cycle, TEMI aims to engage pupils in core scientific concepts through the integration of mysteries and discrepant events in science lessons. This current discussion paper explores the approaches taken by the UL project team, one of the partners in the project, to bring about change in Irish second-level science teaching, as part of the TEMI project. In particular, it focuses on the unique aspect of this institution’s approach, which is the involvement of pre-service science teachers (PSST’s) in the project. The role of PSSTs in the project is explored under three main headings: “TEMI and the PSST as researcher”, “TEMI and professional learning communities” and “TEMI and PSST’s collaboration with co-operating teachers”. The paper concludes with a discussion on the benefits of involving PSSTs in the TEMI project.

scholarly journals Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841987571 ◽  
Author(s):  
Jessica Thompson ◽  
Jennifer Richards ◽  
Soo-Yean Shim ◽  
Karin Lohwasser ◽  
Kerry Soo Von Esch ◽  
...  
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Science Teachers ◽  
Professional Learning ◽  
Research Practice ◽  
Secondary Science Teachers ◽  
School Based ◽  
Equitable Teaching Practices ◽  
Supporting Teachers ◽  
Practice Development

One of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight school-based professional learning communities—comprised of secondary science teachers, science and emergent bilingual coaches, and researchers—launched into improvement work within schools and across the district. We used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives. We describe three improvement launch patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices. We raise questions about what is lost and gained in the transfer of tools and practices across schools and theorize about how research-practice partnerships find footholds into joint improvement work.

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