PROFESSIONAL TEACHERS` COMMUNITIES: WHERE TO START AND WHERE TO MOVE

Authors

  • N. Kypychenko methodologist of the sector of professional development of pedagogical workers state institution "Ukrainian Institute for the Development of Education", Candidate of Pedagogical Sciences https://orcid.org/0000-0002-0747-6357
  • N. Sophii Associate Professor of the Department of Special and Inclusive Education Faculty of Psychology, Social Work and Special Education of the Borys Grinchenko Kyiv University, Candidate of Pedagogical Sciences https://orcid.org/0000-0003-1884-7245
  • О. Fedorenko head of the sector of professional development of pedagogical workers state institution "Ukrainian Institute for the Development of Education", Candidate of Pedagogical Sciences https://orcid.org/0000-0002-4875-9505

DOI:

https://doi.org/10.28925/2311-2409.2022.388

Abstract

The article highlights the ways of teachers` cohesion in the professional communities with the developed horizontal connections. In the process of scientific searching the authors have analyzed the scientific literature on the issues of the study and the legislative documents, which regulate the activities of the professional communities of educators in Ukraine.

It was installed that centers of teachers` professional development play an important role in the process of creating and coordination of the activities of professional communities. It is emphasized that professional communities in Ukraine are at the stage of development, and the centers of teachers` professional development often act through the method “sorting the options” and need detailed information regarding possible actions. The factors, with influence on teachers` cohesion in the teachers` communities are identified: the willingness to get the new information; possibility of joint searching of the ways of professional difficulties` overcoming; the need for support from the colleagues and exchange of experience with others. The arguments are provided in favor of teachers` participation in the professional communities, which can be used by the centers of teachers` professional development in the process of informing educators. Characteristics, which influence on the effectiveness of teachers` professional communities are identified: teachers` engagement in the discussions; observations of teachers` lessons of each other; providing and receiving the feedback to improve professional practices; exchange of experience and interactions based on “equal to equal” principle; sharing school`s mission and values; team approach to planning the joint work in the developing students` competencies; discussing the moments, which require additional attention; group responsibility for achieving by students of their educational results.

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References

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Lohman M. C. Factors influencing teachers’ engagement in informal learning activities. Journal of Workplace Learning. 2006. №18(3), Р. 141–156. doi:10.1108/13665620610654577

Lomos C., Hofman R. H., Bosker R. J. Professional communities and student achievement — а meta-analysis.

School Effectiveness and School Improvement. 2011. № 22(2), Р. 121–148. doi: 10.1080/09243453.2010.550467

Louis K. S. Marks H. M. Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education. 1998. №106. Р. 532–575.

Meredith C., Moolenaar N., Struyve C. The importance of a collaborative culture for teachers’ job satisfaction and affective commitment. Eur J Psychol Educ. 2022. doi: 10.1007/s10212-022-00598-w

Prenger R., Poortman C., Handelzalts А. The Effects of Networked Professional Learning Communities.

Journal of teacher education. 2019. № 70(5), Р. 441–452. doi:10.1177/0022487117753574

Vangrieken K., Dochy F., Raes E., Kyndt E. Teacher collaboration: а systematic review. Educational Research Review. 2015. №15. Р. 17–40. doi:10.1016/j.edurev.2015.04.002

Vescio V., Ross D., Adams A. A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education. 2008. №24(1). Р. 80–91. doi:10.1016/j. tate.2007.01.004

Visscher A.J., Witziers B. Subject departments as professional communities? British Educational Research Journal. 2004. №30. Р. 785–800. doi: 10.1080/0141192042000279503

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Burke, R. J., Greenglass, E. R., Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress, and Coping, 9, 261–275. doi: 10.1080/10615809608249406

Darling-Hammond, L., Hyler, E.M., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. doi: 10.54300/122.311

Daly, A. J., Moolenaar, N. M., Bolivar, J. M., Burke, P. (2010). Relationships in reform: The role of teachers’ social networks. Journal of Educational Administration, 48, 359–391. doi:10.1108/09578231011041062 Goddard, Y. L., Goddard, R. D. Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4): 877–896.

Eshchar-Netz, L., Vedder-Weiss, D., Lefstein, A. (2022). Status and inquiry in teacher communities.

Teaching and Teacher Education, 109. doi: 10.1016/j.tate.2021.103524

Katz, S., Earl, L. (2010) Learning about networked learning communities, School Effectiveness and School Improvement, 21:1, 27–51. doi:10.1080/09243450903569718

Kyndt, E., Gijbels, D., Grosemans, I., Donche, V. (2016) Teachers’ Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational Research, 86 (4), 1111–1150. doi: 10.3102%2F0034654315627864

Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities.

Teaching and Teacher Education, 19, 149–170. doi:10.1016/S0742-051X(02)00101-4

Lewin, C., Scrimshaw, P., Somekh, B., Haldane, M. (2009). The impact of formal and informal professional development opportunities on primary teachers’ adoption of interactive whiteboards. Technology, Pedagogy and Education, 18, 173–185. doi: 10.1080/14759390902992592

Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141–156. doi:10.1108/13665620610654577

Lomos, C., Hofman, R. H., Bosker, R. J. (2011). Professional communities and student achievement — а meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148. doi: 10.1080/09243453.2010.550467

Louis, K. S., Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106, 532–575.

Meredith, C., Moolenaar, N., Struyve, C. (2022). The importance of a collaborative culture for teachers’ job satisfaction and affective commitment. Eur J Psychol Educ. doi: 10.1007/s10212-022-00598-w

Prenger, R., Poortman, C., Handelzalts, А. (2019). The Effects of Networked Professional Learning Communities. Journal of teacher education, 70(5), 441–452. doi:10.1177/0022487117753574

Supovitz, J. (2002). Developing communities of instructional practice. Teachers College Record, 104(8), 1591–1626. doi: 10.1111/1467-9620.00214

Vangrieken, K., Dochy, F., Raes, E., Kyndt, E. (2015). Teacher collaboration: A systematic review.

Educational Research Review, 15, 17–40. doi:10.1016/j.edurev.2015.04.002

Vescio, V., Ross, D., Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. doi:10.1016/j.tate.2007.01.004

Visscher, A.J., Witziers, B. (2004). Subject departments as professional communities? British Educational Research Journal, 30, 785–800. doi: 10.1080/0141192042000279503

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Published

2022-09-18

How to Cite

Kypychenko , . N., Sophii , . N., & Fedorenko . О. (2022). PROFESSIONAL TEACHERS` COMMUNITIES: WHERE TO START AND WHERE TO MOVE. Pedagogical Education: Theory and Practice. Psychology. Pedagogy, (38 (2), 51–56. https://doi.org/10.28925/2311-2409.2022.388

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Section

Applied aspects of vocational and pedagogical education