Teachers' Collaborative Knowledge Building in Professional Learning Communities: Connecting Interaction Patterns to Learning Gains
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| Title: | Teachers' Collaborative Knowledge Building in Professional Learning Communities: Connecting Interaction Patterns to Learning Gains |
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| Language: | English |
| Authors: | Marloes M. H. G. Hendrickx (ORCID |
| Source: | European Journal of Psychology of Education. 2025 40(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Collaboration, Communities of Practice, Faculty Development, Teacher Attitudes, Profiles, Learning Processes, Foreign Countries, Correlation, Interaction Process Analysis, Facilitators (Individuals), Outcomes of Education |
| Geographic Terms: | Netherlands |
| DOI: | 10.1007/s10212-024-00938-y |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | Teacher professional learning communities (PLCs) have the potential to result in teacher professional development, provided that effective communication takes place during PLC meetings. Building on the perspective of collaborative knowledge building, this study examined teachers' interaction patterns during these meetings. Connections were explored between teachers' self-perceived learning gains from a PLC and the interaction patterns that occurred. From a larger set of PLCs in the Netherlands, four cases were selected that differed regarding teachers' learning gains profiles. Orbital decomposition analysis, a technique used to study emerging patterns in complex dynamic systems, was used to examine the extent to which interaction patterns were characterized by conversational moves associated with knowledge building. Results from these analyses showed that in general, all PLCs showed relatively few knowledge-building patterns. However, the low-gains PLC was a bit more focused on exchanging information and opinions. High-gains PLCs' interactions were characterized more by open and involved communication. Conversation in mixed-gains PLCs revealed a connection between teachers' knowledge gains and question-answer patterns, and between teachers' changes in beliefs and elaborating upon opinions. Together, these results point to qualitative differences in the interactions of teacher PLCs who experience higher versus lower learning gains. Implications for the role of the facilitator are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457660 |
| Database: | ERIC |
| Abstract: | Teacher professional learning communities (PLCs) have the potential to result in teacher professional development, provided that effective communication takes place during PLC meetings. Building on the perspective of collaborative knowledge building, this study examined teachers' interaction patterns during these meetings. Connections were explored between teachers' self-perceived learning gains from a PLC and the interaction patterns that occurred. From a larger set of PLCs in the Netherlands, four cases were selected that differed regarding teachers' learning gains profiles. Orbital decomposition analysis, a technique used to study emerging patterns in complex dynamic systems, was used to examine the extent to which interaction patterns were characterized by conversational moves associated with knowledge building. Results from these analyses showed that in general, all PLCs showed relatively few knowledge-building patterns. However, the low-gains PLC was a bit more focused on exchanging information and opinions. High-gains PLCs' interactions were characterized more by open and involved communication. Conversation in mixed-gains PLCs revealed a connection between teachers' knowledge gains and question-answer patterns, and between teachers' changes in beliefs and elaborating upon opinions. Together, these results point to qualitative differences in the interactions of teacher PLCs who experience higher versus lower learning gains. Implications for the role of the facilitator are discussed. |
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| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-024-00938-y |
