Επαγγελματικές Κοινότητες Μάθησης Χαρακτηριστικά Πρακτικές και Εμπόδια. Διερεύνηση των Αντιλήψεων Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης

Abstract

Professional learning communities (PLC) constitute a powerful tool with an impact on school learning. What aroused interest was the lack of research in secondary education. The technique of the questionnaire was chosen to investigate various perceptions. The survey was conducted in April 2020, with a sample of 155 teachers in the prefecture of Karditsa. The results showed a lack of clear definition of PLC and inconsistencies in the type of barriers which prevent them from being established. The most serious structural obstacles are the minimal margins of autonomy, the lack of infrastructure and suitable spaces for cooperative actions. Teachers' refusal to innovate, as well as the lack of collegiate responsibility and trust are considered cultural barriers. Age, professional experience, and types of schools are influencing factors.