This study explored the factors that were required for creating an environment based on a professional learning community (PLC) that not only provides support to teachers on a regular basis for their development, but also builds a collaborative learning environment for the teachers in the school particularly in the early childhood development (ECD) context.
Further, this study also identified the processes that helped to build PLC using the appreciative inquiry approach. In addition, the support of appreciative inquiry as an approach for building PLC was also measured. Eight research participants were selected who were involved in four stages of appreciative inquiry, namely discovery, dream, design and destiny. The data revealed that trust, collaborative learning and reflective dialogue were some of the factors that are required for creating a PLC environment. However, three processes for initiating PLC culture were included which are classroom teaching and observation, constructive feedbacks and reflective dialogue sessions.
At the end, this research found that the appreciative inquiry approach was significant as a value-added tool that helped to build the collaborative environment in the school and provided participants an opportunity to share their skills and expertise as well as their dreams and imaginations with each other.
Table of Contents
Chapter one: Introduction
Background and Context of Study
Statement of the Problem
Significance of the Study
Research Questions
Definition of Key Terms
Organization of this Dissertation
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 method
Early Childhood Development (ECD) context for creating PLC
Summary of this Chapter
Chapter Three: Research Methodology
Study Design
Research Setting and Location
Population and Sample
Sampling Procedure
Role of Researcher
Data Generation Process and Tools
Stage One: Discovery
Appreciative interview questions
Focused group discussion
Phase Two: Dreaming
Phase Three: Designing
Phase Four: Destiny
Data analysis procedures
Ethical Consideration
Limitation of the Study
Summary of this Chapter
Chapter Four: Findings
Profile of Research Participants
Findings in Stage One: Discover
Best Practices of School
Contributions by Participants
Summary of Stage One: Discovery
Finding in Stage Two: Dream
Best practices of School
Contribution by Participants
Summary of Stage Two: Dream
Stage Three: Design
Summary of Stage Three: Design
Stage Four: Destiny
Classroom Teaching and Observations
Constructive Feedbacks
Reflective Dialogue Session
Summary of Stage Four
Summary of this Chapter
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 Feedbacks
Reflective Dialogue
Appreciative Inquiry Method for PLC
Conclusion
Recommendations
References
Objectives and Research Themes
This study aims to explore and identify the necessary factors and processes for establishing a Professional Learning Community (PLC) within an Early Childhood Development (ECD) context, specifically utilizing the Appreciative Inquiry approach to foster collaborative environments and enhance teacher capacity.
- Analysis of factors contributing to a successful Professional Learning Community.
- Application of the Appreciative Inquiry methodology (Discovery, Dream, Design, Destiny).
- Investigation of capacity building strategies for ECD teachers.
- Exploration of collaborative and reflective processes in early childhood education.
- Development of a practical framework for sustained professional learning.
Excerpt from the Book
Best Practices of School
While discussing about the best practices of the school, which participants appreciated and considered as best actions for their professional development as well as for school effectiveness, the following best practices were highlighted by the research participants.
The first practice that was discussed was arranging professional development sessions for all teachers. We discussed that every year in summer vacation, school conducted sessions or workshops on different topics for their capacity building. We further highlighted that school also provided support to novice teachers by arranging orientation sessions for teachers. As Farah said,
When I joint school a year back, brief sessions were conducted for me by management to let me orient with school’s rules and regulations, organization structure and working style. Even the curriculum and syllabus and procedure for developing the lesson plan were also shared that helped me to adjust in new environment. (Farah, focused group discussions, December 15, 2014)
We further deliberated that the professional development sessions were for 15 or 20 days related to content understanding and pedagogical skills. Though, these sessions were arranged by identifying the needs and issues which faced by teachers in teaching and learning process. However, these sessions were for limited time period and coped few of our needs and issues. It was further elaborated by Noreen that “I was facing difficulty to adopt the appropriate strategies for learning corner time activities and every year, I set the same target in my appraisal, though I improved my skills however I require more understanding in this regard” (Noreen, focused group discussions, December 15, 2014).
Summary of Chapters
Chapter one: Introduction: Outlines the research background, the problem statement regarding limited professional development in ECD, and defines the key objectives of the study.
Chapter Two: Literature Review: Provides an intensive review of Professional Learning Communities (PLC) and the Appreciative Inquiry methodology, establishing the theoretical framework.
Chapter Three: Research Methodology: Details the qualitative study design, the use of Appreciative Inquiry, and the data generation tools employed across the four stages of the research.
Chapter Four: Findings: Presents the qualitative data gathered through the four stages of Appreciative Inquiry, focusing on participant experiences and identified best practices.
Chapter Five: Discussions, Conclusion and Recommendations: Synthesizes the findings, discusses the factors and processes for creating a PLC, and offers recommendations for future academic study and school leadership.
Keywords
Professional development, capacity building, professional learning community, appreciative inquiry, ECD context, collaborative learning, reflective dialogue, educational leadership, teacher effectiveness, pedagogical skills, early childhood education, school improvement.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on the initiation and creation of a Professional Learning Community (PLC) within an Early Childhood Development (ECD) school setting to improve teaching effectiveness through collaborative and continuous professional learning.
What are the central themes explored?
The central themes include teacher capacity building, the implementation of collaborative learning environments, the use of Appreciative Inquiry for organizational change, and the role of reflection in teaching practices.
What is the primary objective or research question?
The primary goal is to investigate how a PLC can be established in an ECD context using Appreciative Inquiry to support ongoing teacher development and foster a collaborative school environment.
Which scientific method is utilized?
The study employs a qualitative research design, specifically the 4-D cycle of Appreciative Inquiry (Discovery, Dream, Design, and Destiny).
What does the main body of the work cover?
It covers the literature on PLCs, the detailed methodology of the research, the presentation of findings categorized by the stages of the inquiry, and a discussion of the practical factors required to sustain such a community.
Which keywords define this work?
Key terms include Professional development, capacity building, professional learning community, appreciative inquiry, ECD context, collaborative learning, and reflective dialogue.
How does Appreciative Inquiry support the creation of a PLC?
Appreciative Inquiry supports the PLC by focusing on organizational strengths and positive practices, which helps participants envision a collaborative future and actively build the environment they desire, rather than focusing on problems and criticisms.
What specific processes are identified for initiating a PLC?
The study identifies three main processes: classroom teaching and observation, constructive feedback, and reflective dialogue sessions, which together facilitate de-privatization of teaching practices.
- Quote paper
- Hina Khowaja (Author), 2015, Creating a Professional Learning Community Through Appreciative Inquiry in an Early Childhood Context, Munich, GRIN Verlag, https://www.grin.com/document/369648
