Pedagogical innovation from the perspective of professional learning communities
DOI:
https://doi.org/10.22335/rlct.v8i1.338Keywords:
collaboration, pedagogical innovation, professional learning communities, socio-constructivismAbstract
This study aimed to verify the relationship between the participation of teachers in professional learning communities and the teaching practices related to the socio-constructivist model. For this purpose, a quantitative non-experimental model with a cross-sectional design was implemented, using the results of the survey entitled “Teaching and learning international survey”, which was applied by the OECD in 2008 in 24 countries. The results of the conducted study determined that the dimensions of professional learning communities have a weak positive relationship with the categories of teaching practices. Additionally, the investigation addressed the differences in the responses of teachers according to variables, such as age, gender, teaching experience, and level of education.
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