In this study, teachers participated in professional learning communities (PLCs) focusing on culturally responsive teaching. Twelve teachers were interviewed to gain more insight into how teachers participated in these PLCs and the extent to which participation impacted culturally responsive competences. The results showed that participating in a PLC seems to result in joint work or shared practices. Moreover, it seems to change the attitude and beliefs of all teachers and the knowledge and skills of some teachers. To apply these competences in the classroom, teachers need more time and detailed information on how to improve teaching materials.
Bibliographical noteFunding Information:
This work was supported by the Netherlands Organisation for Scientific Research (NWO) under grant number [ 405-14-300-015 ].
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