Professional Learning Communities (PLCs) as a Professional and Social Platform to Support Chemistry Teachers
Advisors: Dr. Shirly Avargil* and Dr. Jenna Koenen**
* Faculty of Education in Science and Technology, Technion
** TUM School of Education Technical University of Munich
Abstract:
Professional Learning Communities (PLCs) are a growing platform for teachers' professional development, facilitating knowledge exchange and creating relationships between educators. Their popularity in STEM education demands research into knowledge exchange, teachers' support needs, and derived value. These aspects of chemistry teachers' PLCs were studied.
Using the Refined Consensus Model for PCK, Situated Learning theory, and Value Creation Framework, teachers' experiences in routine and emergency were analyzed. The PLC network was based on the Fan Model, which linked Chemistry Teachers’ Communities and a Leading Teachers’ Community.
Data was collected from members of a PLC network through interviews, meeting observations, and social media conversations. Mixed methods analysis employed thematic analysis, factor analysis, and descriptive statistics.
The findings revealed knowledge flows in both top-down and bottom-up directions, as teachers discussed challenges while exchanging knowledge and support. The value gained ranged from immediate to long-term.
Theoretically, the study connected the Fan Model with the PCK classification of the Refined Consensus Model, emphasizing peer support and mapping knowledge exchange. Methodologically, it illustrated the application of the Value Creation Framework to a PLC network. Overall, this research offered a comprehensive understanding of teaching and learning within PLCs, particularly for communities of educators in one discipline.
** הסמינר יינתן באנגלית.
