CoChat
Sign Up
Cited by 252Teacher Education and Leadership StudiesEvaluation of Teaching PracticesMathematics Education and Teaching Techniques

The DOI matches its Crossref record; 75 of the 78 references it cites were found in a registry or an index.

The role of a professional learning community in teacher change: a perspective from beliefs and practices

Tam, Angela Choi Fung·2015·Teachers and Teaching
DOI 10.1080/13540602.2014.928122
Open this paper in CoChat — free account

Abstract

This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers’ beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development.

Overview

Integrity signals

Registry

Crossref · 10.1080/13540602.2014.928122

Cites

75 of 75 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 78 references

Research works printed but not linked: 17

  1. 10.1002/tea.v46:10 · DOI
  2. Chan T. W., 2003, Chinese language curriculum reform and teaching practice, 259
  3. DuFour R., 1998, Professional learning communities at work
  4. Glaser B., 1992, Basics of grounded theory analysis
  5. 10.1111/tcre.2001.103.issue-6 · DOI
  6. Ho M. K., 1995, Symposium of language teaching of Taiwan, Mainland China, Hong Kong and Singapore at secondary level, 229
  7. Hong Kong Curriculum Development Council, 2000, Learning to learn, Chinese language education (consultation document) [in Chinese]
  8. Hunzicker J., 2004, Principal, 84, 44
  9. 10.1002/(ISSN)1098-2736 · DOI
  10. 10.1111/tcre.2003.105.issue-6 · DOI
  11. Lortie D., 1975, Schoolteacher: A sociological study
  12. McLaughlin M. W., 2006, Building school-based teacher learning communities
  13. Rokeach M., 1968, A theory of organization and change
  14. 10.1086/esj.2003.104.issue-2 · DOI
  15. Tam C. F., 2005, Teaching beliefs of Chinese language teachers and their influence on curriculum implementation
  16. Tam A. C. F., 2010, Contemporary Educational Research Quarterly, 18, 71
  17. Tam A. C. F., 2011, Journal of Educational Research and Development, 7, 213

Cited by

Sorted by citations

Items 101–200 of 251

Related

See all

Metadata

Authors
Tam, A. C. F.
Affiliations
Chinese University of Hong Kong (HK)
Corresponding author
Tam, Angela Choi Fung
ORCID
Tam, Angela Choi Fung
Venue
Teachers and Teaching
Publisher
Informa UK Limited
Published
2014-07-31
Volume
21
Issue
1
Pages
22-43
ISSN
  • 1354-0602 (ISSN-L)
  • 1470-1278
DOI
10.1080/13540602.2014.928122
OpenAlex
W2013041993
Cited by
252
References
78
Citations by year
2026: 13 · 2025: 26 · 2024: 23 · 2023: 29 · 2022: 24 · 2021: 30 · 2020: 30 · 2019: 27 · 2018: 17 · 2017: 17 · 2016: 7 · 2015: 9
FWCI
56.57
Type
journal article
Language
en
Open access
closed
Locations
  • Teachers and Teaching (publishedVersion)
  • Hong Kong Education Bibliographic Database (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
professional learning communities, teacher change, teacher beliefs, teaching practice, teacher professional development, collaborative culture, coherent structures, learning activities, teacher role, learning to teach, curriculum change, secondary school teachers, Hong Kong

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review