Search results
1 – 3 of 3Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett and Yingying Zhao
This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within…
Abstract
Purpose
This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.
Design/methodology/approach
The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.
Findings
An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.
Practical implications
VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.
Originality/value
Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.
Details
Keywords
Daniel Carpenter and Paul Munshower
The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools…
Abstract
Purpose
The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.
Design/methodology/approach
A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).
Findings
Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.
Research limitations/implications
The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.
Practical implications
The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.
Originality/value
The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Details
Keywords
Aminath Adhala Rasheed, Ahmad Albattat and S. M. Ferdous Azam
Virtual professional learning communities provide digital platforms for teachers across the globe to join learning networks and engage in continuous and unrestricted learning…
Abstract
Purpose
Virtual professional learning communities provide digital platforms for teachers across the globe to join learning networks and engage in continuous and unrestricted learning. This study aimed to explore the impact of contextual factors on establishing virtual professional learning communities in Maldivian schools.
Design/methodology/approach
This quantitative study used a sample of 420 Maldivian in-service teachers chosen using two-stage cluster sampling and a stratified random sampling method.
Findings
The findings revealed that all three contextual factors – micro-, meso- and macro-contextual – positively and significantly influenced the virtual professional learning communities.
Practical implications
These findings recommend an integrated framework with micro-, meso- and macro-contextual factors as valuable instruments for educational leaders striving to establish virtual Professional Learning Communities (PLCs).
Originality/value
This study is among the first to examine the association of contextual factors of schools with the establishment of virtual PLCs in a country such as the Maldives, with geographically dispersed islands and limited resources.
Details