Using Teacher Research for Professional Learning Communities with ECE Immersion Teachers

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Educational Flow: Teacher Identity and Research in P-8 Classrooms (Table 11)

Abstract

This study explores professional learning communities (PLCs) in a P-8 Chinese immersion preschool using Teacher Action Research and Design-Based Research. As a school leader, I aim to develop a sustainable PLC model that promotes continuous improvement and collective responsibility. By amplifying teachers' voices and engaging them in innovative assessments and cross-cultural curricula, the research supports equitable professional development. Grounded in the apprenticeship model and oral inquiry protocols, the findings indicate that increased participation and structured feedback enhance PLC effectiveness. Recommendations emphasize creating an inclusive PLC design to support professional growth and refine assessment systems for all educators.

Author

• Chu Hsi Tseng, San Francisco State University