INVESTIGATING THE IMPACT OF PROFESSIONAL LEARNING COMMUNITY (PLC) IMPLEMENTATION ON AN ELEMENTARY SCHOOL IN TANZANIA: A COLLABORATIVE ACTION RESEARCH PROJECT

Authors

  • mutindi ndunda College of Charleston, Department of Teacher Education, Charleston, South Carolina, United States of America

DOI:

https://doi.org/10.46827/ejes.v9i5.4270

Keywords:

professional learning communities, student learning outcomes, elementary schools, collaboration, action research

Abstract

The purpose of this study was to investigate the impact of implementing a PLC as a form of professional development in an urban elementary school in Tanzania. Using a case study approach, both quantitative and qualitative data were collected from teachers, parents and students to assess the impact of PLC implementation on students' learning outcomes. Data analysis shows that PLCs can be a viable professional development option for schools in developing countries, and more specifically, those in rural-urban Tanzania.

Author Biography

  • mutindi ndunda, College of Charleston, Department of Teacher Education, Charleston, South Carolina, United States of America
    mutindi ndunda  is an associate professor of education in the School of Education Health and Human Performance at the College of Charleston, SC, USA. Her research focus is on school reforms, curriculum development and e-learning. ndunda's background is in mathematics, chemistry, curriculum development ESOL and gender and policy studies. She was born, raised, and partly schooled in Kenya and in Canada. Dr. ndunda has taught, developed, and implemented curricula programs in Canada, Kenya, Namibia and in the United States. Dr. ndunda has been the recipient of international awards including, Fulbright, Carnegie, Young Canadian Research Award, CIDA among others.

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Published

2022-05-04

Issue

Vol. 9 No. 5 (2022)

Section

Articles

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