Abstract/Details

Professional learning communities: Preservice education programs


2008 2008

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Abstract (summary)

Preservice teacher education (PTE) is not preparing preservice teachers in using one of the most effective forms of professional development: Professional learning communities (PLCs). PLCs are being used in schools and districts as the new type of professional development. The purpose of this study was to clarify the relationship between levels of instructor experience and the perceived benefits and successes found in using PLCs in PTEs. Three areas of literature were examined for this study: adult learning, PLCs, and PTEs. Seven universities in Montana were identified and used for this study with 80 participants. A survey was administered to find out what the difference was between the level of instructor experience (majority of experience in k-12 or higher education and tenure/not tenure) in terms of the instructors' perceptions of PLCs in PTEs. The perceptions were measured using a likert-type scale on the survey instrument created by the Journal of the National Staff Development Council. Mann Whitney U was used to compare measures of central tendency between the perceived dependent variables (i.e., benefits and successes,) and the independent variables without assuming normality. The findings showed that in Montana there is no difference between the level of experience and tenure in terms of perceived benefits and success. This information can be used to design professional development for pre-service teachers to promote social change. Social change can occur when PLCs are taught in PTEs, allowing the benefitsto reach children in real classrooms. Social change will occur when classroom children are taught by teachers that benefit from a research based professional development strategy such as PLCs.

Indexing (details)


Subject
Adult education;
Teacher education;
Learning
Classification
0516: Adult education
0530: Teacher education
Identifier / keyword
Education; Preservice teacher education; Professional learning communities; Teacher education
Title
Professional learning communities: Preservice education programs
Author
Dolezal, Stacey
Number of pages
123
Publication year
2008
Degree date
2008
School code
0543
Source
DAI-A 69/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549838289
Advisor
Street, Chris
Committee member
Shelton, Maria; Warrick, Pamela
University/institution
Walden University
Department
Education
University location
United States -- Minnesota
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3330378
ProQuest document ID
304380559
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304380559
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