ACTIVE LEARNING MANAGEMENT OF TEACHERS THROUGH PROFESSIONAL LEARNING COMMUNITY
Keywords:
Active Learning, Professional Learning Community (PLC), Teacher DevelopmentAbstract
The evolving landscape of 21st century education has necessitated a paradigm shift in the role of teachers—from mere transmitters of knowledge to designers of learning experiences, emphasizing student-centered approaches. Consequently, active learning has emerged as a critical pedagogical approach, closely tied to the ongoing professional development of educators. Within this context, the Professional Learning Community (PLC) model serves as a strategic mechanism to enhance the effectiveness of instructional practices.
This article examines the integration of PLCs in promoting active learning among teachers, addressing five key areas: (1) the definition and conceptual underpinnings of active learning; (2) the significance of PLCs in teacher development; (3) the operational processes of PLCs that foster active learning; (4) a conceptual framework for teacher development through PLCs; and (5) practical guidelines for implementing PLC-based strategies in educational institutions. These insights aim to inform the design of PLC activities that promote active learning, encourage collaborative professional cultures, and ultimately support sustainable improvements in student outcomes.
A synthesis of relevant literature yields three primary findings: (1) PLCs provide a sustainable mechanism for teacher development through collaborative practice, knowledge exchange, and reflective dialogue, thereby cultivating a culture of continuous learning; (2) active learning can be effectively incorporated into instructional planning via PLCs, empowering teachers to create participatory learning environments aligned with 21st century competencies; and (3) a four-stage conceptual framework for active learning-oriented teacher development is proposed, encompassing: identifying instructional challenges, engaging in collaborative learning within PLCs, designing active learning lesson plans, and reflecting upon and refining instructional practices.
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