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Indonesia has various teachers' professional development programs from the pre-service English teacher up to in-service English teacher managed by the government in order to boost the teachers' professional development effectively. In fact, English teachers particularly in the elementary level keep struggling in the terms of skill and knowledge. Therefore, by carrying out the literature review, this paper analyzed the current system and what is happening with the elementary English teacher in Indonesia. The results showed that the elementary English teachers' professional development system in Indonesia is very well-planned and systematic, which starts from each teacher education institutions through their courses and continues to the PPG program. In the in-service program supervision, KKG, and PPGJ/ Certification are the three big programs which are mandated by the MOEC and MORA. It is also found that Indonesia has long process and tortuous certification program, powerful and rooted Professional Learning Communities (PLCs), non-independent teachers' law, and unspecific pre-service education' program. Even though not all of the teacher development programs in Indonesia are presented in this present study, the researchers suggest that there should be more specific program for the English elementary teacher in Indonesia's pre-service education. It is also suggested to all educational practitioners in Indonesia and other Asian countries to form more professional learning communities (PLCs) since teachers can gain more knowledge through learning together

"Large literacy gaps in the secondary grades require that all content-area teachers find ways to support students' literacy learning to ensure their success in academics and beyond. Part of the Every Teacher Is a Literacy Teacher series edited by Mark Onuscheck and Jeanne Spiller, Reading and Writing Strategies for the Secondary Social Studies Classroom in a PLC at Work highlights how collaborative teams can work together to integrate literacy and content-area instruction. Authors Daniel M. Argentar, Katherine A. N. Gillies, Maureen M. Rubenstein, and Brian R. Wise provide practical literacy-based strategies that grades 6-12 social studies teachers can use to connect the disciplinary content they teach in their classrooms with the development of essential literacy skills students need when reading and writing in social studies. By reading this book, middle and high school social studies teachers will possess the tools and techniques needed to simultaneously support literacy development and social studies learning"--

Use of the web today, particularly amongst young people, is now more social and participative. Collectively known as Web 2.0, freely available tools have emerged that facilitate communication, user-generated content and social connectivity. Facebook and MySpace have become the most popular forms of this kind of online activity and networks are formed around all kind of interest and issues whether they are political, educational, professional or hobbies. In a recent survey of 500 students, 80% claimed that they regularly use social networking tools to communicate with peers (JISC, 2008). This pervasive use of Web 2.0 technology for everyday interaction has yet to see its potential fully recognised and integrated into Higher Education pedagogy. Despite 73% of students using such tools to 'discuss coursework' and 75% of these students recognising their value for enhancing learning, only 25% were encouraged to use such social software by academic staff (JISC, 2008). This raises the question as to whether Web 2.0 technology can promote social learning within educational contexts and how this might be realised in practice. In a bid to harness this creativity, energy and sociability, the Academic Skills Tutors (ASTs) at the University of Huddersfield have been exploring Web 2.0 technologies to investigate how such tools might enhance teaching and learning. This paper introduces practical examples of social software tools; how these are currently used to foster learning communities and promote academic development. Three distinct social software tools are discussed (del.icio.us, PBwiki - now PBworks - and Ning), illustrating current use of these with students and their initial evaluation

Summary: This is a paper that reviews and outlines the academic basis behind leadership in the post-compulsory setting. Description: Leadership has been for some years a key area of strategic and operational importance in the UK post-compulsory sector - this publication aims to addresss some of the issues surrounding this topic. It discusses theories and definitions of leadership, leader professionalism and post-compulsory education. A collaborative model of professional leadership is recommended, informed by authentic, democratic dialogue with practitioners. Coalitions that foster professional networking and collaborative leadership can be creatively developed through the establishment of intentionally designed communities of leadership practice. The CAMEL (Collaborative Approaches to the Management of e-Learning) JISC infoNet HEFCE/LGM-funded model for communities of practice is discussed as one model which provides a useful template for the development of shared knowledge through professional communities of practice in collaborative leadership. It is argued that this provides a helpful way of enabling and supporting leaders to advance their understanding and 'know how' in leadership practices in a sector currently facing significant challenges from demanding external targets and continuous monitoring in an 'audit culture'. The publication also and gives examples of good practice and many references and links for information.

This article examines the use of Internet-and World Wide Web-based learning systems in the context of business education. I propose the concept of "online learning communities" as an organizing frame for developing online learning systems. I describe some examples of online learning communities in business and academic institutions. I discuss the learning skills needed for and implementation issues in creating online learning communities.

This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.

Drawing upon interdisciplinary research conducted across various universities within the United Kingdom, this book offers insights into how local initiatives can enhance sustainable development and engage people in creating better places in which to live. Demonstrating how to embed sustainability in all levels of education, this account contains imaginative, practical, and accessible ways in which communities and built-environment professionals are working towards a more sustainable future. Themes such as sustainable development, community coherence, conflict resolution, planning, and environm

This study examined a school-based teacher professional development program as it was being conceptualized, designed, and put into practice. This article addresses four distinct, but interrelated components of the study. The first section presents a broad overview of literature situating 21st century learning. This examination specifically focuses on how this construct is conceptualized and defined by a variety of influential organizations as well as the various competencies often associated with this pedagogical perspective. The review concludes with a brief critique of this construct. The second section addresses the program areas under evaluation as well as the nature of the program and both its goals and context. The third section discusses the research questions, findings, and recommendations for action. The article concludes with comments for K-12 schools planning to implement teacher-centered professional development.

Teaching students self-directed learning skills provides benefits that outlast individual courses. An individual self-directed approach is insufficient, however, given the fast pace of change students encounter in their professional lives. Communities of practice combine self-directed and collaborative learning to meet the challenges of today's dynamic organizational environment. This article introduces a learning strategy based on communities of practice to help students gain in-depth knowledge about an individual passion related to the course topic that, in turn, contributes effectively to students' professional development outside of the formal classroom setting. In this article, I briefly discuss the characteristics of communities of practice in organizational environments, including their relevance and effectiveness; provide the details for implementing communities of practice as a learning strategy in a management education classroom; and present an assessment of this learning strategy.

The work and collaborative learning of teachers are recognized, as fundamental factors in the professional development of teachers and in the quality of educational organizations. This text presents some results of a case study carried out in a Group of Schools in the north of Portugal staffed by 134 teachers of various educational levels by means of a qualitative and quantitative methodology. The objectives of the investigation focused on understanding the way that the teachers described their learning opportunities, recognized the facilitating and inhibiting elements of collaborative professional learning in the workplace and analyzed the way how the teachers perceived their professional learning in the work place. Information was collected by recourse to an enquiry using a questionnaire and semi-structured interviews. Fundamentally we focused on results of a qualitative nature with particular attention to information resulting from the interviews and also from the questionnaires. The results showed the recognition on the part of the teachers of the ways and contexts of collaborative work and learning and their importance in their professional daily life and quality of work. They also reflected that, although the teachers recognized these contexts in their current professional experience, they did not associate these experiences directly to communities of practice. ; COMPETE: POCI-01-0145-FEDER-007560 and FCT [Fundação para a Ciência e Tecnologia] (The Portuguese Government Fund for Science and Technology) within the Project Scope: ...

In 'Learning Without Lessons', David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for fostering learning in children that are found in small-scale, pre-industrial communities across the globe and through history. His analysis yields a consistent and coherent 'pedagogy' that can be contrasted sharply with the taken-for-granted pedagogy found in the West. The practices that are rare or absent from indigenous pedagogy include teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols.

When teachers use data effectively, students see results. Part of a series on Learning Forward's seven Standards for Professional Learning, this volume guides teachers and school leaders toward successful data-based decision making-an essential component of effective professional learning and school development. The book's features include: An original "think piece" by Thomas Guskey on using data in deliberate and thoughtful ways Specific implementation strategies that focus on analyzing student, educator, and system data and assessing progress A detailed case study of one district's journey to successful use of data and how it led to measurable improvement in student achievement.

The present article reports on the results of the three year programme 'Biology in Context' (bik). In this German-wide programme, teachers and science education researchers worked together in 10 learning communities (so-called school sets) with the goal of enhancing the quality of teaching and learning in biology classrooms as mandated by the recently passed National Educational Standard for the lower secondary level. In addition to face-to-face meetings, computers were used as tools for communication and collaboration. Computers enabled the mutual sharing of information among the participants, the planning and documenting of tasks and teaching units, and they promoted the reflection over and refining of products. Data were collected from structured interviews of teachers, researchers and coordinators. The analysis identified teacher profiles in regard to their attitudes to implement the bik concept, their computer use and the change of classroom activities. The main findings show that (i) the participant teachers mainly used ICT tools when constructing tasks and units and when collaborating, (ii) but less so for instructional purposes, learning and knowledge creation, (iii) seldom used ICT tools for reflection on professional experiences, and (iv) that teachers use of ICT tools increased from the first to the third year. The study concludes that information literacy skills have a strong impact on the persistence of learning communities. Further research should be conducted to investigate teachers' professional development in communities that turn more and more from face-to-face meetings to blended forms of learning.

This book discusses approaches to organizational learning from a materialist point of view. Inspired by research into Police Firearms training, features of expansive learning inform the development of perspectives on training which challenge traditional modes of research and delivery. The book critically reviews a range of approaches to expansive learning and organizational research, establishing the bases and limitations of an Expansive Learning Index whose aim is to support collaborative provision in the context of work-based research. Reflecting on this process, it stresses the strangeness and mobility of workplace learning and develops a philosophical pragmatics for professional development. Approaches to knowledge and enquiry which place language and subjectivity at the heart of development are challenged by a more pragmatic approach to expansive learning: its consequences for training, research, and professional development lead to a discussion of the need for immanent forms of professional ethics. Christian Beighton is Senior Lecturer at Canterbury Christ Church University, UK. He has many years of experience in teaching and training in a variety of settings, including as an Honorary Firearms Instructor. His previous book Deleuze and Lifelong Learning published 2015.

A major value of any international meeting lies in the opportunity it provides for interchange of views and experience among delegates from all parts of the world. At the Eleventh International Congress of Schools of Social Work, special emphasis was placed on discussion in small groups of the major theme of the Congress. The following reports summarize the major subject areas covered by three English-speaking groups, one French- speaking group, and four groups in which Spanish and Portuguese were the languages of communication. The summary reports which were presented at a general session on August 17, 1962 were based on accounts prepared by the chairmen and recorders of each of the groups. The IASSW takes this opportunity to express its great appreciation to the general rapporteurs, the chairmen and the recorders for their immensely valuable contribution to the success of the Congress.