Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School
Professional learning community (PLC) studies in the Asian Chinese nations remain scarce despite the emerging interest in the practice of PLC beyond the Western context. This study attempts to provide an understanding of the practices of PLC and challenges in implementing PLC in a Malaysian Chinese...
Saved in:
Main Authors: | , , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
SAGE Publications
2020
|
Subjects: | |
Online Access: | https://eprints.ums.edu.my/id/eprint/25583/1/Unveiling%20the%20Practices%20and%20Challenges%20of%20Professional%20Learning%20Community%20in%20a%20Malaysian%20Chinese%20Secondary%20School.pdf https://eprints.ums.edu.my/id/eprint/25583/ https://doi.org/10.1177/2158244020925516 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
my.ums.eprints.25583 |
---|---|
record_format |
eprints |
spelling |
my.ums.eprints.255832020-07-07T02:16:30Z https://eprints.ums.edu.my/id/eprint/25583/ Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School Wei, Chuan Chua Lei, Mee Thien Shun, Yi Lim Chee, Seng Tan Teik, Ee Guan LB Theory and practice of education Professional learning community (PLC) studies in the Asian Chinese nations remain scarce despite the emerging interest in the practice of PLC beyond the Western context. This study attempts to provide an understanding of the practices of PLC and challenges in implementing PLC in a Malaysian Chinese culture–dominated secondary school. This qualitative study used a phenomenological constructivist approach as a strategy of inquiry. Semi-structured interview data were collected from six middle leaders and ordinary teachers in a national-type Chinese secondary school in the northern region. Findings informed three existing PLC practices at the school level, namely, (a) peer coaching, (b) sharing of personal practices, and (c) professional development courses. However, the practice of PLC encounters various challenges, including excessive workload, teachers’ passive attitudes, unsupportive conditions in the school, poor execution of PLC by the school community, and a vague understanding of PLC. Interestingly, this study identified two uncovered challenges hindering the development of PLC: misconception about PLC and lack of supervision from the authority. Implications and future studies are presented. SAGE Publications 2020 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/25583/1/Unveiling%20the%20Practices%20and%20Challenges%20of%20Professional%20Learning%20Community%20in%20a%20Malaysian%20Chinese%20Secondary%20School.pdf Wei, Chuan Chua and Lei, Mee Thien and Shun, Yi Lim and Chee, Seng Tan and Teik, Ee Guan (2020) Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School. Sage Open. pp. 1-11. ISSN 2158-2440 https://doi.org/10.1177/2158244020925516 |
institution |
Universiti Malaysia Sabah |
building |
UMS Library |
collection |
Institutional Repository |
continent |
Asia |
country |
Malaysia |
content_provider |
Universiti Malaysia Sabah |
content_source |
UMS Institutional Repository |
url_provider |
http://eprints.ums.edu.my/ |
language |
English |
topic |
LB Theory and practice of education |
spellingShingle |
LB Theory and practice of education Wei, Chuan Chua Lei, Mee Thien Shun, Yi Lim Chee, Seng Tan Teik, Ee Guan Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School |
description |
Professional learning community (PLC) studies in the Asian Chinese nations remain scarce despite the emerging interest in the practice of PLC beyond the Western context. This study attempts to provide an understanding of the practices of PLC and challenges in implementing PLC in a Malaysian Chinese culture–dominated secondary school. This qualitative study used a phenomenological constructivist approach as a strategy of inquiry. Semi-structured interview data were collected from six middle leaders and ordinary teachers in a national-type Chinese secondary school in the northern region. Findings informed three existing PLC practices at the school level, namely, (a) peer coaching, (b) sharing of personal practices, and (c) professional development courses. However, the practice of PLC encounters various challenges, including excessive workload, teachers’ passive attitudes, unsupportive conditions in the school, poor execution of PLC by the school community, and a vague understanding of PLC. Interestingly, this study identified two uncovered challenges hindering the development of PLC: misconception about PLC and lack of supervision from the authority. Implications and future studies are presented. |
format |
Article |
author |
Wei, Chuan Chua Lei, Mee Thien Shun, Yi Lim Chee, Seng Tan Teik, Ee Guan |
author_facet |
Wei, Chuan Chua Lei, Mee Thien Shun, Yi Lim Chee, Seng Tan Teik, Ee Guan |
author_sort |
Wei, Chuan Chua |
title |
Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School |
title_short |
Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School |
title_full |
Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School |
title_fullStr |
Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School |
title_full_unstemmed |
Unveiling the practices and challenges of professional learning community in a Malaysian Chinese Secondary School |
title_sort |
unveiling the practices and challenges of professional learning community in a malaysian chinese secondary school |
publisher |
SAGE Publications |
publishDate |
2020 |
url |
https://eprints.ums.edu.my/id/eprint/25583/1/Unveiling%20the%20Practices%20and%20Challenges%20of%20Professional%20Learning%20Community%20in%20a%20Malaysian%20Chinese%20Secondary%20School.pdf https://eprints.ums.edu.my/id/eprint/25583/ https://doi.org/10.1177/2158244020925516 |
_version_ |
1760230386979307520 |
score |
13.154949 |