Abstract
The purpose of this study was to explore the operational effects of a teachers' professional learning community, using qualitative research methods such as teacher interviews, documentary analysis, and reflection paper analysis. The sample consisted of eight teachers at a marine technology school who were participating in professional learning community for teachers. The results of this study indicated the following: 1. The intentions of both voluntary and involuntary members affected community progress. 2. Most community members were willing to follow the International Convention on Standards of Training, Certification, and Watch-keeping for Seafarers (STCW). 3. Community members were able to complete 16 instructional designs that incorporated new technology into project-based courses. 4. When community members utilized inquiry instruction, students provided the most positive feedback. 5. Although administrative departments worked hard to promote community operations, these processes were nonetheless negatively affected by inadequate communication. In general, the quality of interactions among community members, particularly with regard to the communication of feedback, could be improved.
Author Information
Pai-Lu Wu, Cheng-Shiu University, Taiwan
Paper Information
Conference: ACTC2013
Stream: Technology in the Classroom
This paper is part of the ACTC2013 Conference Proceedings (View)
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To cite this article:
Wu P. (2013) Case Study of a Teachers’ Professional Learning Community ISSN: 2186-4705 – The Asian Conference on Technology in the Classroom 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-4705.20130387
To link to this article: https://doi.org/10.22492/2186-4705.20130387
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