collaborative learning community
The research indicated that professional growth could only be efficient and effective if it contains collaboration or in other terms, teamwork (Marcus, 2010; Desimone, 2011; Attard, 2012; Williams, 2013). Team Work has been used in many diverse methods directing to different kinds of collaboration among teachers (Forte&Flores,2014). While collaborating, teachers can interchange concepts or experiences, develop, and debate new facilities, get a response from participants, and give each other just backing. Teamwork and collaboration have been viewed as a remedy to many challenges in learning concerning the value of learning and training (Levine&Marcus,2010).Desimone(2011) indicated that groups of teachers from similar grades, subjects, or institute should participate in professional growth events together to figure out a collaborative learning community (p.69). Professional growth done collaboratively is lively and cooperative to the students (Hunicker,2010).
Researches have also indicated that current professional development involves cooperation among teachers. Evidence of its significance was established in the participants’ reactions to the interview queries in-unit 2.Based on the records from the meetings, teamwork was not functioning among teachers. Mindich and Lieberman (2012) found that PLCs that have established accomplishment entails teachers from the same institute who have the authority to make choices of their learning objectives’ and have gone through exercises on how to cooperate.
Williams (2013). Carried out qualitative research in whereby leaders of an urban school locality structured more than 200 institutes into reduced PLCs so that squads of reading teachers could cooperate for the resolutions of studies, joint lesson planning, and problem-solving. The main reason for the study was to find out if learners were reading accomplishments raised as an outcome of weekly cooperations among the teachers in a metropolitan institute in a locality situated in Texas. The data cited that teachers observed PLCs as promoting their classroom performances and learners’ achievement. Williams (2013) accredited that the outcomes of this training delivered solid backing up that cooperation through the PLCs is vital for executive improvements.
In another research study, Attard (2012) examined cooperation among teachers. Attard, in his research, realized that teacher cooperation/collaboration reinforced the formation of a course of action and as a way of gaining information and skills in building ability and self-confidence. This study supports that teacher performances are attained through cooperation, and teacher learning is affected by teacher cooperation.Cooperation/collaboration and teacher learning should happen in professional growth; moreover, these mechanisms alone do not cite whether professional growth is actual (Deimone,2011).