TEACHERS’ PERCEPTIONS OF PROFESSIONAL LEARNING COMMUNITIES ON INSTRUCTIONAL DESIGN: A CASE STUDY AT KWABRE EAST MUNICIPALITY
TEACHERS’ PERCEPTIONS OF PROFESSIONAL LEARNING COMMUNITIES ON INSTRUCTIONAL DESIGN: A CASE STUDY AT KWABRE EAST MUNICIPALITY
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Date
2022
Authors
Aduama, Samuel
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Abstract
The millenial tteaching and learning activities is now seen as the move away from the
Traditional Professional Development where the learners‟ learning depends on the teachers‟
learning all the time. This has called for teacher professional learning communities to allow
teachers to continuously collaborate on issues pertaining to their teaching activities and learn
from each other to make them competent, efficient and effective in their daily teaching
activities. Base on the knowledge and skills of the researcher, gave him the courage to
undertake such a study in the area. The researcher employed the mixed method (convergent
parallel) base on the concurrent triangulation design for the study having in mind the problem
description and the objectives of the study. The study embarked on a cross sectional study
(focused group). The researcher explored the study qualitatively then developed mixed
methods instruments such as interviews, document analysis, observational methods and
questionnaire for data collection and analysis for the study Data collection and analysis were
iterative. The study revealed that, though the introductions of PLCs activities in the basic
schools is a good initiative by the Ghana Education Service for the realisation of the objective
of the government on the introduction of the new curriculum, the Ghana Education Service
needed to implement the PLC on a pilot bases to be able to identify and solve the weaknesses
before extending it nationwide.