Professional Learning Communities(PLCs)of Chemistry Teachers

The models of Professional Learning Communities(PLCs)are based on principles of learning that emphasize the co-construction of knowledge by learners,who in this case are the teachers themselves.Teachers in a PLC meet regularly to explore their practices and the learning outcomes of their students,analyze their teaching and their students’learning processes,draw conclusions,and make changes in order to improve their teaching and the learning of their students.It was found that participation in a PLC influences teaching practice,so teachers become more student-centered.Moreover,the teaching culture improves as the community increases the degree of cooperation among teachers,and focuses on the processes of learning rather than the accumulation of knowledge.This enables students to be innovative,creative,and critical.In addition,trust is developed among the participants,which enables them to discuss and analyze their students’cognitive and affective problems,misconceptions,and learning outcomes.

Autonomous Development Strategies for College English Teachers in a Mixed-mode Learning Community

At present,the improvement of the quality of higher education and the improvement of the professional ability and comprehensive quality of college students all depend on the education level and discipline professional ability of teachers in colleges and universities.In the new era of educational reform and development,university teachers also need to continuously learn and progress in order to adapt to changes in the educational environment and the update of the knowledge system.Nowadays,the construction and development of the mixed-mode learning community environment is becoming one of the effective ways for college teachers to improve their learning.From the perspective of the significance of autonomous development of college English teachers in the context of mixed-mode learning community,the current situation and other issues,this article expounds the strategies that promote the autonomous development of college English teachers in the context of mixed-mode learning community to improve the professional quality of college English teachers.

The Forming Mechanism of Foreign language Teachers＇ Professional Development Community

Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers＇ professional development community, and constructs the model and forming mechanism of foreign language teachers＇ professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities

Research on the Practical Effects and Challenges of Social-Emotional Learning in Elementary Education

This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on students’emotional development,social skills,academic performance,and behavioral issues across three case study schools.Findings indicate significant positive effects of SEL on students’abilities to recognize and manage emotions,engage in social interactions,and improve academic achievements.However,challenges such as teacher training,curriculum integration,family and community involvement,and resource limitations were identified.The study concludes with recommendations for enhancing SEL practices in elementary education,emphasizing systematic teacher training,curriculum design,and continuous assessment and improvement.Future research directions are suggested to explore the long-term effects of SEL and its adaptation in various educational contexts.

Professional Learning Communities in Private Schools in Bahrain and Oman:Reflection on Two Cases

Highlights•This study explores features of professional learning community(PLC)models in the educational contexts in Bahrain and Oman.•Findings based on the case studies of PLCs in two private schools in Bahrain and Oman,and theoretical input from international PLC literature has implications for policy and practice.•Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre-and in-service teacher training programs,adapting best international PLC practices to the specific educational contexts of Bahrain and Oman,preparing school principals to lead PLC in their schools,providing human and financial support to these communities,and making school cultures more collaborative.•This study highlights the importance of the PLC approach,expands the existing conceptual/analytical framework,demonstrates how this approach is being used in two schools,and encourages other practitioners and researchers to embrace PLC.

FROM TEACHER GROUP TO LEARNING COMMUNITY:TOWARDS AN INTEGRATED FRAMEWORK FOR STUDYING COLLEGE ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT

Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professional growth.This paper,therefore,is intended to build up a theoretical and analytical framework for a large-scale on-going study that looks at college English teachers' professional development from a sociological and anthropological perspective.The notion of learning community constitutes the core of the theoretical framework that orients the author's understanding of the tensions and conflictions in teachers' socialization into the teacher community within the context of radical change.In particular,the literature on three dimensions of the learning process is critically reviewed,i.e.personal dimension,interpersonal dimension and organizational dimension.

Unpacking the Relationship Between Teachers’Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI.

“I Cannot Dance Upon My Toes”: A Case Study Into Teacher Learning Through Participating in an English Teaching Contest in China

The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.