Understanding High School Teacher Perceptions of Professional Learning Experiences: A Case Study of School-Based Professional Learning Communities
Date
2019-08-03
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Abstract
In K-12 education, there is an expectation that teachers will participate in professional learning throughout their careers and one model for its delivery is the Professional Learning Community (PLC). The potential advantages of participation in PLCs have been well-documented and many schools around the world have implemented them with mixed results to date. This dissertation study focused on teacher perceptions of professional learning experiences in school-based PLCs. A qualitative case study was designed and implemented through a constructivist theoretical lens. Participants in the study included ten high school teachers who were members of school-based PLCs in one private, Catholic high school in the United States. Data collection methods included PLC documentation, a participant background questionnaire and one-on-one interviews. Through analysis of the data, four key findings emerged: 1) impact of collaboration and support on teacher professional learning, 2) the need for subject-area group formation and teacher agency in PLC implementation, 3) allotment and management of time, and 4) a clear definition of the purpose of the school-based PLC that is teacher generated and directly tied to student learning. These findings convey the need for an intentional design of school-based PLCs that focuses on the conditions that offer the most potential to create impactful active professional learning experiences for teachers.
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Professional Learning Communities, K-12 Education, Teacher Professional Learning, Teacher Professional Development
Citation
Kessy, E. (2019). Understanding High School Teacher Perceptions of Professional Learning Experiences: A Case Study of School-Based Professional Learning Communities (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.