Professional Learning Communities: An Analysis of the Professional Development Practice According to the Teachers’ Views

Abstract

The aim of the research is to reveal how professional learning communities (PLCs) affect the professional development of teachers and their students in terms of classroom practices. The research, carried out with a qualitative method, was designed in a case study pattern. Maximum diversity and criterion sampling techniques were used to determine participants in the study. The study group consisted of 22 teachers who are facilitators in professional learning communities in Ankara. The data were analysed by content analysis. According to the results; after participating in communities, the teachers become more social, more self-confident and more understanding and willing to share. In addition, the teachers act more solution-oriented, develop their leadership skills, and become more extroverted as a result of the relationships they establish in the communities. PLCs contribute to the teachers’ professional development giving them opportunities to practise their productive skills in the target language (English); to learn new practices, methods, and techniques; to participate in national and international trainings and projects; and to improve their classroom management skills. They also become more open and willing to learning. The benefits of PLCs to the teachers in terms of organizational development are the reduction of professional isolation, the improvement of collective learning skills, and the decline in the level of professional burnout. The teachers’ adaptation of what they have gained from the communities to the classroom practices increases their students’ motivation for learning and satisfaction from the classes, thus positively changing the students’ attitudes. In addition, findings show that the students improve their academic development in terms of language skills, academic achievement, and proficiency in different activities and applications. The change in the teachers' attitudes towards group work and their application of group works in their classes also support the students' social development giving them opportunity to learn in cooperation.

Keywords

• teachers
• professional development
• learning organization
• community of practice
• learning community
• professional learning community
• PLC
• facilitators

Mesleki Öğrenme Toplulukları: Bir Mesleki Gelişim Uygulamasının Öğretmen Görüşlerine Göre İncelenmesi

Abstract

Bu araştırmanın amacı, mesleki öğrenme topluluklarının öğretmenlerin mesleki gelişimlerine ve sınıf içi uygulamaları açısından öğrencilerine yansımalarını ortaya çıkarmaktır. Nitel yöntemle gerçekleştirilen bu araştırma, durum çalışması deseninde tasarlanmıştır. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik ve ölçüt örnekleme tekniklerinden yararlanılmıştır. Ankara ilinde mesleki öğrenme topluluklarında yürütücülük yapan 22 öğretmen, çalışma grubuna dâhil edilmiştir. Veriler içerik analizi yapılarak çözümlenmiştir. Araştırmanın sonuçlarına göre topluluklara katılan öğretmenlerin kişisel ve sosyal gelişimleri açısından sağladıkları en önemli faydalar; sosyalleşme, öz güvenin artması, daha paylaşımcı ve anlayışlı olmadır. Ayrıca öğretmenler daha çözüm odaklı hareket etmekte, liderlik etme noktasında kendilerini geliştirmekte ve kurdukları ilişkiler sayesinde daha dışa dönük olmaktadırlar. Mesleki öğrenme toplulukları öğretmenlere hedef dilde (İngilizce) ifade becerilerini geliştirme; yeni uygulama, yöntem ve teknikler öğrenme; ulusal ve uluslararası eğitim ve projelere katılma; sınıf yönetimi becerilerini geliştirme fırsatı sunmakta ve onları öğrenmeye daha açık ve istekli hâle getirerek mesleki açıdan da geliştirmektedir. Öğretmenlerin örgütsel gelişimleri açısından sağladığı faydalar ise mesleki yalnızlığın azalması, kolektif öğrenme becerisinin gelişmesi ve mesleki tükenmişliğin azalması şeklindedir. Öğretmenlerin topluluklarda öğrendiklerini sınıf içi uygulamalarına yansıtmaları, öğrencilerin derse yönelik motivasyon ve memnuniyetlerini artırarak derse yönelik tutumlarını olumlu yönde değiştirmektedir. Ayrıca akademik açıdan öğrencilerin dil becerileri gelişmekte, akademik başarıları ile farklı etkinlik ve uygulamalara yönelik bilgileri artmaktadır. Öğretmenlerin grup çalışmalarına yaklaşımlarının değişmesi ve derslerinde öğrencilerine grup çalışmaları yaptırmaları da öğrencilerin iş birliği içinde öğrenmelerine olanak sağlayarak sosyal gelişimlerini desteklemektedir.

Keywords

• öğretmen
• mesleki gelişim
• öğrenen örgüt
• uygulama topluluğu
• öğrenme topluluğu
• mesleki öğrenme topluluğu
• MÖT
• yürütücü

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