Professional learning communities among vocational school teachers: Profiles and relations with instructional quality |
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| Institution: | 1. Chair of Business Education, Georg-August-Universität Göttingen, Germany, Platz der Göttinger Sieben 5 37073 Göttingen, Germany;2. Department of Educational Research, Johannes Kepler University of Linz, Austria, Altenberger Straße 69, 4040 Linz, Austria;1. Department of Educational Psychology & Leadership, Texas Tech University, Lubbock, TX 79409, USA;2. Department of Visual Communication and Technology Education, Bowling Green State University, Ohio, 43403, USA;1. Department of Education, Communication and Learning, University of Gothenburg, Box 300, SE-405 30, Gothenburg, Sweden;2. Faculty of Education, Monash University, 19 Ancora Imparo Way, VIC 3800, Australia;1. College of Education, Zhejiang University, Hangzhou, China;2. Faculty of Education, University of Macau, Macau, China;1. English Department, East China Normal University, 500 Dongchuan Rd., Shanghai, 200241, China;2. English Department, Wenzao Ursuline University of Languages, 900, Mintzu 1st Road, Kaohsiung, 817, Taiwan;1. Hong Kong Institute of Education, Hong Kong;2. Faculty of Education, Science, Technology, and Mathematics, University of Canberra, Australia |
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| Abstract: | Although improving teachers' classroom strategies presents the primary goal of PLCs, empirical evidence is still scarce, mainly derived from case-study material and confined to (pre-) K12 settings. We use profiling techniques and a comparative design to examine (a) distinct configurations in which PLCs occur within vocational school departments, and (b) their relations to instructional quality. Multilevel latent profile analysis, based on teacher assessments of core PLC dimensions, reveals three configurations. Multilevel multiple group analysis of students’ instructional ratings shows that teachers from Advanced PLC departments create more authentic, application-oriented learning environments than teachers from other departments. |
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| Keywords: | Professional learning communities Vocational schools Instructional quality Multilevel latent profile analysis |
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