Creating professional learning community through appreciative inquiry in early childhood context

Inhaltsverzeichnis (Table of Contents)

• Chapter One: Introduction
• Background and Context of Study
• Statement of the Problem
• Significance of the Study
• Research Questions
• Chapter Two: Literature Review
• Professional Learning Community
• Appreciative Inquiry
• Early Childhood Development (ECD) Context for Creating PLC
• Chapter Three: Research Methodology
• Study Design
• Data Generation Process and Tools
• Data Analysis Procedures
• Ethical Consideration
• Limitation of the Study
• Chapter Four: Findings
• Findings in Stage One: Discover
• Finding in Stage Two: Dream
• Stage Three: Design
• Stage Four: Destiny
• Chapter Five: Discussions, Conclusion and Recommendations
• Factors Involved in Creating PLC
• Processes to Initiate and Create PLC
• Appreciative Inquiry Method for PLC
• Conclusion
• Recommendations

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This research aims to explore the factors involved in creating and sustaining Professional Learning Communities (PLC) in Early Childhood Development (ECD) contexts. It focuses on identifying the processes for developing and designing a PLC environment and utilizes the Appreciative Inquiry approach to engage participants in bringing positive change.

• The importance of creating a culture of continuous professional learning for sustainable improvement.
• The characteristics and features of PLCs as a solution to address the limitations of traditional one-shot professional development workshops.
• The application of the Appreciative Inquiry approach with its four stages (discovery, dream, design, and destiny) to create a PLC environment.
• The identification of best practices and contributions by teachers in developing a PLC.
• The factors involved in creating a PLC, such as trust, collaborative learning, and reflective dialogue.

Zusammenfassung der Kapitel (Chapter Summaries)

• Chapter One: Introduction This chapter presents the background and context of the study, the purpose of the research, the statement of the problem, the significance of the study, the research questions, and key term definitions.
• Chapter Two: Literature Review This chapter explores the concepts of Professional Learning Communities and Appreciative Inquiry, highlighting their potential for creating a collaborative learning environment and fostering professional development. It also examines the specific context of Early Childhood Development (ECD) and its implications for creating PLCs.
• Chapter Three: Research Methodology This chapter outlines the study design, population and sample, data generation process and tools, data analysis procedures, ethical considerations, and limitations of the study. The chapter explains how the Appreciative Inquiry approach was used to collect data through four stages: Discovery, Dream, Design, and Destiny.
• Chapter Four: Findings This chapter presents the findings of the research, exploring the best practices of the school, contributions by teachers, and the application of the Appreciative Inquiry approach in creating a PLC environment. The chapter details the findings from each stage of the Appreciative Inquiry process, including the discovery stage, the dream stage, the design stage, and the destiny stage.

Schlüsselwörter (Keywords)

This research focuses on the creation and implementation of Professional Learning Communities (PLC) in the context of Early Childhood Development (ECD). Key themes include the Appreciative Inquiry approach, collaborative learning, reflective dialogue, trust, and the development of a culture of continuous professional learning.