Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 3 (Jun., 2012) S M HAFIZUR RAHMAN Influence of professional learning community (PLC) on learning a constructivist teaching approach (POE): A case of secondary science teachers in Bangladesh Previous Contents Next

Conclusion

The findings of this research show that the use of a constructivist teaching approach (POE) encouraged participant teachers to change their teaching perceptions which had been based on a traditional (didactic) approach. These teachers experiences of using the POE approach guided them in changing their views about collecting and using teaching aids in their practice. The collaborative activities amongst their colleagues within and across the schools helped them to re-examine and reconstruct their understandings of teaching and its relationship to student learning. Moreover, the findings also show that the development of the idea of a PLC reinforced the value of professional learning through job-embedded learning. Moreover, the ideas from Gunstone (1995) regarding the importance of genuine collaboration (teacher with teacher, teacher with researchers) in the development and use of constructivist teaching approaches had confirmed for Bangladeshi science teachers.

Acknowledgement

I would like to thank Professor John Loughran, Dean, Faculty of Education, Monash University, Australia and Associate Professor Amanda Berry, Leiden University, Netherlands.