This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers’ beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The ﬁndings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difﬁculties and induce their motivation for transformation. Teacher change in ﬁve dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is signiﬁcant to teacher development.
|Number of pages||22|
|Journal||Teachers and Teaching: Theory and Practice|
|Publication status||Published - Jan 2015|
- professional learning community
- teacher change
- teachers’ beliefs