The Professional Learning Community: The Self-Directed Learning of Teachers and the Practices of Professional Community
Date
2006-05
Authors
Lew, Chulsub
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Abstract
The quality and efficiency of professional learning communities lies on the interface between individual learners and social dimensions of the communities. The interaction between teachers' self-directed learning and the learning practices of a school community is a function which determines the nature of learning in school organizations.
This study examined the interactive effect of teachers' self-directed learning and the learning practices of a school community on their organizational learning through a survey of 110 teachers in five elementary schools. Based on the predictions from a partial least squares latent variable approach, path analytic approaches were conducted to confirm the relations between the variables of this study: Teachers' self-directed learning, the practices of a professional community, and organizational learning.
Description
Keywords
self-directed learning, teachers, learning practices
Citation
Lew, C. (2006). The professional learning community: The self-directed learning of teachers and the practices of professional community (Unpublished dissertation). Texas State University-San Marcos, San Marcos, Texas.