Teacher Learning in a Professional Learning Community: How to Integrate Different Measures of Teacher Learning

• In Event: Poster Session 6
  In Poster Session: Division K Section 8 Poster Session 3

Abstract

This paper documents the evolution of a professional learning community (PLC), which is a Research-Practice Partnership (RPP) project, for four years (2013-2017).and investigates how teacher learning has changed/improved/developed through participating in the PLC. To examine changes in teacher learning in terms of teachers’ beliefs, practices, and knowledge while participating in the PLC, we employed a longitudinal research by collecting and analyzing data with a combination of both quantitative and qualitative from the same participating teachers over the project years. Along with the findings, we discuss major methodological issues of measuring teacher learning in PLCs.

Authors

• Gyeong Mi Heo, Korea University

• Alain Breuleux, McGill University