The Effects of Networked Professional Learning Communities

Rilana Prenger*, Cindy L. Poortman, Adam Handelzalts

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers’ perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers’ participation in networked professional learning communities seems promising for enhancing their professional learning.

Original languageEnglish
Pages (from-to)441-452
Number of pages12
JournalJournal of Teacher Education
Volume70
Issue number5
Early online date24 Jan 2018
DOIs
Publication statusPublished - 1 Nov 2019

Keywords

  • mixed methods
  • professional development
  • professional learning communities
  • teacher learning

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