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
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.
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In the citing paper
“Teacher change is central in teacher identity development, but we also know it is a difficult process (DarlingHammond, Hyler and Gardner 2017; Tam 2015)”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Tam 2015
In the citing paper
“Teacher change is central in teacher identity development, but we also know it is a difficult process (DarlingHammond, Hyler and Gardner 2017; Tam 2015)”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Tam 2015
In the citing paper
“We consider these changes as essential for understanding and assisting the processes of teacher identity development and teacher change during teacher preparation (see e.g., Kaasila and Lauriala 2010; Korthagen 2017; Tam 2015).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Tam 2015
Citations
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Cited by
Sorted by citations
Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic
Li, M., & Yu, Z. (2022) · Sustainability · doi:10.3390/su14031121 · Cited by 266
Doğan, S., & Adams, A. (2018) · School Effectiveness and School Improvement · doi:10.1080/09243453.2018.1500921 · Cited by 219
Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2020) · Educational Studies · doi:10.1080/03055698.2020.1793301 · Cited by 195
An exploratory study of teacher agency for social justice
Pantić, N. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.04.008 · Cited by 156
Education responses to COVID-19: Implementing a way forward
Gouëdard, P., Pont, B., & Viennet, R. (2020) · OECD education working papers · doi:10.1787/8e95f977-en · Cited by 131
Metadata
- Authors
- Tam, A. C. F.
- Affiliations
- Chinese University of Hong Kong (HK)
- Corresponding author
- 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
- 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
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