000			01826nam a22002537a 4500
003			ZW-GwMSU
005			20210420104915.0
008			210420b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aBotha, E.M. _eauthor
245	1	0	_aTurning the tide: _bCreating Professional Learning Communities (PLC) to improve teaching practice and learning/ _cE. M. Botha
264			_aPretoria: _bUnisa Press and Routledge, _c2012.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 12 , number 2,
520			_aPoor learner performance in South African schools raises concerns related to lack of commitment and accountability from school leaders and teachers with no common vision to promote a culture of high learner performance. This paper provides a literature overview of research available on the impact of professional learning communities (PLC) on effective teaching and practices to promote higher levels of learning amongst students; the nature of PLCs; their essential characteristics, developmental stages and challenges; and an assessment of the benefits of PLC in schools and the challenges of PLC from other researchers’ observations. PLCs are necessary to encourage collaborative teamwork on essential outcomes and intervention activities in learning. Finally, I conclude by exploring how South African schools can benefit from the practices of professional learning communities which endeavour to improve teaching practices and poor learner achievement.
650	4		_aProfessional Learning Communities
650	4		_aCommitment and accountability
650	4		_aSchool leadership
856			_uhttps://doi.org/10.1080/18146627.2012.722405
942			_2lcc _cJA
999			_c156579 _d156579