Improving culturally responsive teaching through professional learning communities: A qualitative study in Dutch pre-vocational schools

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Abstract

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.

Original languageEnglish
Article number101698
JournalInternational Journal of Educational Research
Volume105
DOIs
Publication statusPublished - 1 Jan 2021

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