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The presented research is part of the Hungarian Social Renewal Operation Programme (3.1.1. – 21st century school education (development and coordination) 2nd phase) under the Institute for Educational Research and Development. The aim of the project is to develop and embed the network of reference institutions into the system of pedagogical services. Applying a mixed method aproach in an applied action research paradigm the main aim of the project was to develop a diagnostic tool and a practical methodological toolset for public education institutions to help them analyse and develop themselves into professional learning communities (PLC). Our research questions are the following: (1) What are the best practices around the world regarding collaborative learning? (2) What are the main challenges of Hungarian public education institutions becoming PLCs? (3) How can these traits be developed? We based our work on the PLC concept which is characterised by a culture of collaboration, a result-oriented approach and a setting of measurable targets focusing on the child and its learning (DuFour, 2004; DuFour, DuFour, Eaker and Many, 2010). PLC is a continuous process where teachers work together, share their knowledge in oder to develop themselves to be able to serve the needs of the students better (Hord, 1997; Protheroe, 2008; Feger and Arruda, 2008). It based on a social-constructivist approach (Vigotszkij, 1971), utilise the results of workplace learning (Beckett and Hager, 2002; Jarvis, Hord and Griffin, 2004; Billet, 2010). There are several studies which links participation in PLCs with positive change in teacher practice and increased student performance (Trimble and Peterson, 2000; Holland, 2002; Hipp and Huffman, 2003; Bolam et al., 2005; Supovitz, 2002; Vescio, Ross and Adams, 2008). The research team organized two to four workshops in six institutions (seeking variance maximalization) where building upon the results of the diagnostic tool several methodological tool were tried out and refined building upon the community feedback. Besides the workshops we analyzed the documents of the chosen institutions and conducted semi-structured interviews. The findings were summarized in case studies. The main result of the research is the validation of the diagnostic tool used to analyze institutions along self-developed PLC dimensions. The results showed that even the most advanced reference institutions there is room for improvement in reflectivity and leadership support which is a signal for teacher education as well.
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