The Relationship Between Professional Learning Communities and Perceptions of Reflective Practices of Elementary School Teachers

• In Event: Professional Learning Communities: Are They Our Best Hope for Authentic School Reform?

Abstract

Teacher reflection levels were studied in two matched groups: one group participated in PLCs between the period of August 2009 and August 2011 and the other group comprised of teachers not participating in PLCs. The Reflective, Ethical, Moral Assessment Survey (REMAS, Arredondo Rucinski and Bauch, 2006) was used to attain teacher views of their reflective levels in their work environment. The results reveal varying levels of reflection that may be related to participation or lack of participation in a PLC. Additional demographic factors have been added to the survey to determine what specific type of PLC may promote higher levels of reflection from teachers. Initial results indicate that those teachers participating in PLCs have higher levels of reflected practice.

Author

• Rachel Real Poovey, The University of Alabama