Teacher Engagement in Professional Learning Communities in preschool contexts

Despite the valuable insights provided by previous studies on the characteristics and contributing factors of professional learning communities (PLCs) in early childhood education contexts, there remains a lack of research investigating teacher engagement within PLCs and its influence on driving transformative change. The objective of this study was to examine teacher engagement in PLCs and its effects on teaching practices within preschool settings. Ten English teachers from two preschools in Hong Kong participated in the study through university-school partnerships. Data was collected through interviews, observations, and recall commentary. The findings revealed that frontline teachers actively engaged in various dimensions within the PLCs, including cognitive, behavioral, affective, and social aspects. These four dimensions were found to be interconnected and mutually inclusive. Increased teacher engagement within the PLCs resulted in changes in teaching practices, particularly towards play-based learning. In conclusion, this study emphasizes the implications of these findings for government support and teacher development in the preschool field.