Teacher collaboration drives growth, boosts outcomes, yet needs time, trust, and equitable support.
Authors
Rohit Yadav, IILM University, Greater Noida, India
Mohit Yadav, Professor, Jindal Global Business School, O.P. Jindal Global University, Sonipat, Haryana, India
Huy Hung Ta, International University, Vietnam National University, Hanoi, Vietnam
Ali Najeeb, Qasim Ibrahim School of Business, Villa College, Maldives
Summary
This chapter explores the impact of teacher collaboration and professional learning communities (PLCs) on educational outcomes, focusing on their benefits, challenges, and strategies for effective implementation. The rise of PLCs has reshaped educational practices by fostering collaborative environments that encourage teacher growth, improve instructional practices, and ultimately enhance student achievement. The chapter examines key elements of successful PLCs, including shared vision, trust building, and structured collaboration. It also highlights the barriers to effective collaboration, such as time constraints and resistance to change, and offers practical strategies to overcome these challenges. Furthermore, it discusses the ethical and social implications of teacher collaboration, particularly in relation to equity, accountability, and teacher autonomy. Finally, the chapter outlines future directions for PLCs, emphasizing the role of technology, interdisciplinary collaboration, and sustainable leadership in fostering long-term success.
Published in: Exploration of K-12 Teaching and Learning for Teacher Educators
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