Professional learning communities in pre-vocational secondary schools: Effects of interdependency on differentiated teaching

Samenvatting

Teacher professional learning communities (PLCs) are claimed to contribute to improvement in the practices of teaching and schooling, at the level of both individual teachers and collective capacity of teams. Despite the growing knowledge base in this area, both empirical and reflective in nature, evidence-based insights into teacher interactions in PLCs as well as their effect on teaching processes are lacking. The current project examines interaction processes of teachers in PLCs and their effects on differentiated teaching in pre-vocational schools. Three types of PLCs are studied, varying on the dimension of autonomy of and interdependency between teachers: Joint work, Aid and assistance and Shared practices. These PLC-types are primed in two ways: dealing with cognitive differences between students and dealing with social-cultural differences between students.

Output

Wetenschappelijk artikel

Publieksinformatie

Kenmerken

Projectnummer

405-14-302

Hoofdaanvrager

Prof. dr. W.F. Admiraal

Verbonden aan

Universiteit Leiden, ICLON

Uitvoerders

S. Alhanachi MSc, L.A.H. de Jong MSc

Looptijd

01/09/2015 tot 31/08/2020