Professional Learning Community Among English Teachers at University Level: A Case Study

1. Professional Learning Community Among English Teachers at University Level: A Case Study Hoang ThiHuyenNgoc UQ/ HULIS

2. PLC is... • ...a group of professionals “sharing and critically interrogating their practice in an on-going, reflective, collaborative, inclusive, learning-oriented, growth-promoting way” (Stoll et al. 2006, p.223)

3. 5 Elements of PLC • Shared norms and values • Collective responsibilities for learning • Reflective professional inquiry • Deprivatizationof practice • Collaboration (DuFour 2004; DET 2007; Louis et al. 1996; Stoll et al. 2006)

4. Why PLC? • “there is no best method” (Prabhu 1990) • inevitably imperfect teacher preparation programs • Teachers’ constant learning: essential • BUT Vietnamese teachers: various hindrances (institutional, family, affective constraints, lack of resources, etc) (Baurain 2010, Pham 2008)

5. Why PLC? PLC potential to tackle these barriers through • collaboration, • inquiry, • sharing and peer evaluation, • reflection

6. Why PLC? • authentic learning environment • collegial technical & emotional support • genuine experimental & reflective learning • constructive comments & evaluations + showcasing teaching successes • redistributed responsibilities for learning => Improved motivation, job satisfaction, commitment & efficacy

7. Participants • 2 full-time English teachers in a major foreign languages university in Hanoi, Vietnam • Na: 1 year’s experience, no previous experience in teaching at tertiary level • Ha: 12 years’ experience, a division head, leader of a divisional PLC In-depth interview

8. Findings: Shared norms and values NA HA Teachers too reserved and lack time to explicitly share viewpoints • General agreements • Some conflicts between division head & other teachers

9. Findings: Collective responsibilities for learning NA HA Not very evident Aging & reduced concerns uncomfortable at being forced to do further formal study • Relatively clearly manifested, esp among novice teachers

10. Findings:Reflective professional inquiry NA HA Similar among 2 divisions • Informal • Unsystematic & spontaneous • No pre-determined goals set

11. Findings: Deprivatization of practice NA HA significant changes: from reluctance => fortnightly division seminars pioneered by division head => active involment BUT, time constraints • rather strong sense of deprivatization • initiated by 2 teachers • mentoring scheme + video-taping

12. Findings: Collaboration NA HA more evident within skill groups Informal mentoring • more evident within skill groups + among new teachers • Mentoring • Mostly in forms of consultancy, esp between new & old teachers

13. Perceived reasons • Work overload • Multiple responsibilities, esp by female teachers • Lack of organizational support • Affective factors – perhaps originating from Asian cultural reservation

14. Conclusion • PLC potential but NOT yet effective • Change in the treatment policies &institutional culture needed • More understanding &exemplary PLC leader • More thorough & authentic mentoring with devoted experienced mentors

16. THANK YOU!!!