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The emerging landscape of school-based professional learning communities in South Korean schools

The emerging landscape of school-based professional learning communities in South Korean schools AbstractOver the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS, we aim to provide a fuller picture of the emerging landscape of school-based PLCs in South Korean schools. In so doing, we focus on what constitutes school-based PLCs in South Korean schools and how they are similar to and/or different from their counterparts in other countries. Implications for policy, practice, and research are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Journal of Education Taylor & Francis

The emerging landscape of school-based professional learning communities in South Korean schools

Lee, Moosung; Kim, Jihyun
Asia Pacific Journal of Education , Volume 36 (2): 19 – Apr 2, 2016
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19 pages

The emerging landscape of school-based professional learning communities in South Korean schools

Abstract

AbstractOver the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS,...
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Publisher
Taylor & Francis
Copyright
© 2016 National Institute of Education, Singapore
ISSN
1742-6855
eISSN
0218-8791
DOI
10.1080/02188791.2016.1148854
Publisher site
See Article on Publisher Site

Abstract

AbstractOver the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS, we aim to provide a fuller picture of the emerging landscape of school-based PLCs in South Korean schools. In so doing, we focus on what constitutes school-based PLCs in South Korean schools and how they are similar to and/or different from their counterparts in other countries. Implications for policy, practice, and research are discussed.

Journal

Asia Pacific Journal of Education – Taylor & Francis

Published: Apr 2, 2016

Keywords: School-based professional learning communities; South Korea; TALIS; school improvement

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