Understanding High School Teacher Perceptions of Professional Learning Experiences: A Case Study of School-Based Professional Learning Communities

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dc.contributor.advisorLock, Jennifer V.
dc.contributor.advisorEaton, Sarah Elaine
dc.contributor.authorKessy, Elaine
dc.contributor.committeememberKoh, Kim H.
dc.contributor.committeememberTakeuchi, Miwa A.
dc.date2019-11
dc.date.accessioned2019-08-19T20:31:27Z
dc.date.available2019-08-19T20:31:27Z
dc.date.issued2019-08-03
dc.description.abstractIn K-12 education, there is an expectation that teachers will participate in professional learning throughout their careers and one model for its delivery is the Professional Learning Community (PLC). The potential advantages of participation in PLCs have been well-documented and many schools around the world have implemented them with mixed results to date. This dissertation study focused on teacher perceptions of professional learning experiences in school-based PLCs. A qualitative case study was designed and implemented through a constructivist theoretical lens. Participants in the study included ten high school teachers who were members of school-based PLCs in one private, Catholic high school in the United States. Data collection methods included PLC documentation, a participant background questionnaire and one-on-one interviews. Through analysis of the data, four key findings emerged: 1) impact of collaboration and support on teacher professional learning, 2) the need for subject-area group formation and teacher agency in PLC implementation, 3) allotment and management of time, and 4) a clear definition of the purpose of the school-based PLC that is teacher generated and directly tied to student learning. These findings convey the need for an intentional design of school-based PLCs that focuses on the conditions that offer the most potential to create impactful active professional learning experiences for teachers.en_US
dc.identifier.citationKessy, E. (2019). Understanding High School Teacher Perceptions of Professional Learning Experiences: A Case Study of School-Based Professional Learning Communities (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/36832
dc.identifier.urihttp://hdl.handle.net/1880/110745
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectProfessional Learning Communitiesen_US
dc.subjectK-12 Educationen_US
dc.subjectTeacher Professional Learningen_US
dc.subjectTeacher Professional Developmenten_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.titleUnderstanding High School Teacher Perceptions of Professional Learning Experiences: A Case Study of School-Based Professional Learning Communitiesen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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