Professional development of teachers is one of the significant factors for school effectiveness. It requires to create a culture of continuous professional learning that becomes helpful for teachers for their capacity building on a regular basis. Though schools in Pakistan are in a process of providing a professional learning environment for the teachers on a frequent basis, there is a dearth of studies that tell the factors and processes involved for developing continuous professional learning environment in a practice sense.
Therefore, this research study could support to create professional learning community by examining the factors in the school context specifically in ECD through which collaborative environment will be developed. This study is significant as it reviews the factors and processes that are required for developing PLC. This study would be beneficial for school management to establish a PLC culture in the school. Simultaneously, the findings of this study would be helpful for teachers for gauging their improvement in their teaching and learning process through working in a collaborative environment. In addition, appreciative inquiry approach would become the value added tool for this study in terms of exploring the best practices of schools as well as executing the factors and processes that requires for PLC in an appreciative and positive way. In short, this study provides a practical approach for creating PLC in ECD context through the use of appreciative inquiry approach.
Inhaltsverzeichnis
Chapter one: Introduction
Background and Context of Study
Statement of the Problem
Significance of the Study
Research Questions
Chapter Two: Literature Review
Professional Learning Community
Shared Vision and Values
Collective Focus on Learning
Collaboration
Reflective Dialogue
De-Privatized Practices
Appreciative Inquiry
Discover
Dream
Design
Destiny or Delivery
Strength and Limitations of Appreciative Inquiry Approach
Early Childhood Development (ECD) context for creating PLC
Chapter Three: Research Methodology
Study Design
Population and Sample
Sampling Procedure
Data Generation Process and Tools
Stage One: Discovery
Phase Two: Dreaming
Phase Three: Designing
Phase Four: Destiny
Data analysis procedures
Ethical Consideration
Limitation of the Study
Chapter Four: Findings
Findings in Stage One: Discover
Best Practices of School
Contributions by Teachers
Finding in Stage Two: Dream
Best practices of School
Contribution by Teachers
Stage Three: Design
Stage Four: Destiny
Lesson Planning
Classroom Teaching, Observations and Feedback
Constructive Feedback
Reflective Dialogue Session(s)
Achievements of this Stage
Chapter Five: Discussions, Conclusion and Recommendations
Factors Involved in Creating PLC
Trust
Collaborative Learning
Reflective Dialogue
Processes to initiate and create PLC
Classroom Teaching and Observation
Constructive Feedback
Reflective Dialogue
Appreciative Inquiry Method for PLC
Conclusion
Recommendations
References
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