Teachers' Experiences in a Professional Learning Community on The Constructivist Lesson Planning: A Case Study Among Primary School Teachers

Abstract

The purpose of the study is to determine the opinions of teachers about professional learning community (PLC) practices, and examine the change caused by this practice on their constructivist lesson planning skills, constructivist lesson plans (CLP) and constructivism comprehensions. In the research, the professional learning community practice being carried out regarding preparation of constructivist lesson planning in an eight weeks period has been addresses as case study. Four class teachers, serving at the level of primary school, have been determined as the participants of the study. Data has been collected through focus group meetings, metaphors and document review. In the research, the results obtained before and after the practice have been analyzed by descriptive analysis method. The metaphors formed by the teachers have been tabulated, coding has been made for the metaphors and the explanations -relevant to the metaphors formed- have been provided by direct citation. The “Lesson Plan Rubric” has been used in order to assess the lesson plans prepared before and after the practice. As the result of the research, it has emanated that the teachers have positive opinions regarding professional learning community, and that this practice creates a change towards constructivist comprehension in lesson plans. Depending on the obtained results, suggestions have been brought.