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Creating and Sustaining Effective Professional Learning Communities
- Publisher
- Taylor & Francis
- Copyright
- © 2016 National Institute of Education, Singapore
- ISSN
- 1742-6855
- eISSN
- 0218-8791
- DOI
- 10.1080/02188791.2016.1148854
- Publisher site
- See Article on Publisher Site
Abstract
AbstractOver the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS, we aim to provide a fuller picture of the emerging landscape of school-based PLCs in South Korean schools. In so doing, we focus on what constitutes school-based PLCs in South Korean schools and how they are similar to and/or different from their counterparts in other countries. Implications for policy, practice, and research are discussed.
Journal
Asia Pacific Journal of Education – Taylor & Francis
Published: Apr 2, 2016
Keywords: School-based professional learning communities; South Korea; TALIS; school improvement