A Review on the Empirical Research of PLCs in the Global South: Evidence and Recommendations

Nguyen, D. , Boeren, E. , Maitra, S. and Cabus, S. (2022) A Review on the Empirical Research of PLCs in the Global South: Evidence and Recommendations. Project Report. VVOB Belgium.

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Abstract

This report presents a systematic review of 70 empirical articles relevant to professional learning communities (PLCs) in the Global South. It discusses definitions and outlines the evidence base concerning initiation, impact, and conditions for PLCs. PLCs are conceptualised as a network, a space, an approach and a process. PLCs could be initiated as a result of a mandate, a project of professional development, or needs for mutual support of small groups of teachers. The evidence highlights the positive impacts of PLCs on supporting teachers’ collaborative learning, development of teaching efficacy, innovative changes, and trusting relationships in schools. The review also found a range of evidence on conditions for development, implementation, and sustainability of PLCs. These conditions include strong leadership support, readiness of infrastructure, focus on learning and teaching, and quality of trusting relationships.

Item Type:Research Reports or Papers (Project Report)
Status:Published
Glasgow Author(s) Enlighten ID:Nguyen, Dr Dong and Boeren, Professor Ellen and Maitra, Dr Srabani
Authors: Nguyen, D., Boeren, E., Maitra, S., and Cabus, S.
College/School:College of Social Sciences > School of Education > Professional Learning and Leadership
College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
College of Social Sciences > School of Education > Educational Leadership & Policy
Publisher:VVOB Belgium
Copyright Holders:Copyright © 2022 VVOB
Publisher Policy:Reproduced under a Creative Commons licence

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