Networked learning communities in promoting teachers’ receptivity to change: How professional learning beliefs and behaviors mediate

doi:10.3390/su15032396

機構典藏 > College of Education > Depatrment of Education and Futures Design > Journal Article > Item 987654321/125558

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125558

Title:	Networked learning communities in promoting teachers’ receptivity to change: How professional learning beliefs and behaviors mediate
Authors:	Pan, Hui-Ling Wendy;Chen, Wen-Yan
Keywords:	curriculum reform;lesson study;networked learning community;professional learning community;program evaluation;receptivity to change;teacher beliefs;teacher behaviors;teacher change;teacher learning
Date:	2023-01-29
Issue Date:	2024-07-23 12:06:04 (UTC+8)
Publisher:	MDPI
Abstract:	More research on networked learning communities (NLCs) and the causal mechanism among the effects of NLCs are needed. To better understand the impacts of NLCs and the influential factors, this study intended to discover how teachers’ participation in networked learning communities affects their beliefs and behaviors of professional learning and further influence their receptivity to change. Adopting a survey design, we collected 226 valid questionnaires from the pilot schools joining the program of Learning Community under Leadership for Learning supported by the Ministry of Education in Taiwan. First, the results indicated that the program’s intervention of NLCs had a significant positive effect on teachers’ receptivity to change. Second, teachers’ participation in NLCs also showed a significant impact on their beliefs and behaviors regarding professional learning. Third, teachers’ beliefs in professional collaborative learning could significantly enhance their behaviors of professional collaborative learning. Fourth, the program’s intervention, employing hands-on professional learning activities, had a significant impact on teachers’ inclination to realize the program, both through direct influence and the mediation of beliefs about professional learning. The results acquired from this study would be conducive to developing strategies to support implementing the NLCs program.
Relation:	Sustainability, 15(3), 2396
DOI:	10.3390/su15032396
Appears in Collections:	[Depatrment of Education and Futures Design] Journal Article

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	53	View/Open

Loading...