Educational reforms and the practices of professional learning community in Hong Kong primary schools.

Nicholas Sun-Keung Pang, Ting WANG, Lai-Mei Leung

    Research output: Contribution to journalArticle

    11 Citations (Scopus)
    3 Downloads (Pure)

    Abstract

    This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices
    Original languageEnglish
    Pages (from-to)231-247
    Number of pages17
    JournalAsia Pacific Journal of Education
    Volume36
    Issue number2
    DOIs
    Publication statusPublished - 2016

    Fingerprint

    educational reform
    primary school
    Hong Kong
    learning
    community
    school
    teacher
    leadership
    leader

    Cite this

    @article{2d6c6fcfc1564772ac051850b84504c7,
    title = "Educational reforms and the practices of professional learning community in Hong Kong primary schools.",
    abstract = "This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices",
    keywords = "school education system Hong Kong, school leadership, school improvement, professional learning communities",
    author = "{Sun-Keung Pang}, Nicholas and Ting WANG and Lai-Mei Leung",
    year = "2016",
    doi = "10.1080/02188791.2016.1148852",
    language = "English",
    volume = "36",
    pages = "231--247",
    journal = "Singapore Journal of Education",
    issn = "0218-8791",
    publisher = "Routledge",
    number = "2",

    }

    Educational reforms and the practices of professional learning community in Hong Kong primary schools. / Sun-Keung Pang, Nicholas; WANG, Ting; Leung, Lai-Mei.

    In: Asia Pacific Journal of Education, Vol. 36, No. 2, 2016, p. 231-247.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Educational reforms and the practices of professional learning community in Hong Kong primary schools.

    AU - Sun-Keung Pang, Nicholas

    AU - WANG, Ting

    AU - Leung, Lai-Mei

    PY - 2016

    Y1 - 2016

    N2 - This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices

    AB - This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices

    KW - school education system Hong Kong

    KW - school leadership

    KW - school improvement

    KW - professional learning communities

    U2 - 10.1080/02188791.2016.1148852

    DO - 10.1080/02188791.2016.1148852

    M3 - Article

    VL - 36

    SP - 231

    EP - 247

    JO - Singapore Journal of Education

    JF - Singapore Journal of Education

    SN - 0218-8791

    IS - 2

    ER -