School-Based Professional Learning Communities as a Means for English Curriculum Development: A Case Study

• In Event: AERA Poster Session 11
  In Poster Session: Poster 17: English

Abstract

The purpose of the research was to investigate how teachers in suburban areas responded to the new curriculum reform through the practice of teacher professional learning communities in Taiwan. The research methodology adopted a qualitative single case study. Five high school teachers in suburban areas voluntarily participated in six PLC meetings within a semester. The researchers devised the TOP-A protocol as a set of materials to implement PLC meetings. Four components were identified during the PLC process, which resulted in teacher change in curriculum design process: (1) active engagement, (2) consistent focus, (3) supportive collaboration, and (4) collective learning and shared practice. Recommendation for application and future research drawn from research findings were proposed.

Authors

• Nien-ching Michelle Chuang, University of Taipei

• Yi-Ku Ting, University of Taipei

• Shuli Wang, National Taiwan Normal University