The role of a professional learning community in teacher change: a perspective from beliefs and practices

By A. Tam. 2015

251 citations recorded by the source corpus.

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The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “learning communities played an important part in changing teacher practices (Tam 2015), affected teacher commitment to student learning (Lee, Zhang, and Yin 2011), and regarded school principals as key agents with the ability to influence the efficacy”
Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design (2018, methodology): “Researchers’ positionality and study limitations were the least documented information across the qualitative studies (only documented in Huggins et al., 2011; Murphy, 2015; Tam, 2015).”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Either informally or more formally organized (e.g., in professional learning communities; e.g., Fresko, & Alhija, 2015; Pang, Wang, & Zoe, 2016; Tam, 2015), teachers seem to desire and benefit from interpersonal relationships with their colleagues.”