Teacher Learning Communities and the Development of PAUD Teachers' Professionalism: A Qualitative Study
DOI:
https://doi.org/10.59329/gawi.v6i2.365Keywords:
action research, teacher learning community, teacher professionalism, work cultureAbstract
The Teacher Learning Community (TLC) is one of the strategies for teacher professional development that can support improvements in instructional quality through collaboration, reflection, and continuous improvement of instructional practices. This study aimed to analyze Teacher Learning Community practices in the professional development of Early Childhood Education (ECE) teachers in North Banjarmasin District, Banjarmasin City. The study employed a qualitative approach with a descriptive design. The research informants consisted of the head of the Learning Community (KKG), school principals, and teachers as members of the learning community, totaling 19 informants (1 head of PKG/TLC, 3 school principals, and 15 teachers). Data were collected through observations, interviews, and document analysis. Data were analyzed using the Miles and Huberman model, involving data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through source and method triangulation, as well as member checking. The findings showed that Teacher Learning Community practices were manifested through three main aspects: (1) a collaborative work culture, demonstrated through experience sharing, instructional discussions, and collaborative lesson planning; (2) action research as a habit of inquiry, through problem identification, action planning, implementation, observation, and reflection; and (3) professional reflection in instruction, through the evaluation of instructional practices and the formulation of improvements for subsequent activities. These three aspects were interconnected in fostering a professional learning culture that supported the enhancement of teachers’ competencies and the continuous improvement of instructional quality. This study contributes to demonstrating that, within the ECE context, the Teacher Learning Community functions not merely as a forum for sharing experiences but also as a professional development strategy that integrates collaboration, inquiry, and reflection to support the continuous improvement of instructional practices.
References
Antinluoma, M., Ilomäki, L., & Toom, A. (2021). Practices of Professional Learning Communities. Frontiers in Education, 6(April), 1–14. https://doi.org/10.3389/feduc.2021.617613
Avgitidou, S., Karadimitriou, K., Ampartzaki, M., Sidiropoulou, C., & Kampeza, M. (2024). The Role of Collaborative Inquiry and Reflection within a Professional Learning Community.
Cheng, S., Wu, S.-C., & Goodman, A. (2025). a Strategy for Promoting Teachers’ Professional Development in a Blended Professional Learning Community Environment Through Teacher Inquiry in Jinan, Shandong Province, China. The EUrASEANs: Journal on Global Socio-Economic Dynamics, 5(5(54)), 372–385. https://doi.org/10.35678/2539-5645.5(54).2025.372-385
Clark, A. M., Zhan, M., Dellinger, J. T., & Semingson, P. L. (2023). Innovating Teaching Practice Through Professional Learning Communities: Determining Knowledge Sharing and Program Value. SAGE Open, 13(4), 1–11. https://doi.org/10.1177/21582440231200983
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development (research brief). Effective Teacher Professional Development (Research Brief), June, 1–76. https://eric.ed.gov/?id=ED606741
Deming, W. E. (1986). The New Economics for Industry, Government, Education. MIT Press.
DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6–11.
Francisco, S., Forssten Seiser, A., & Olin Almqvist, A. (2024). Action research as professional learning in and through practice. Professional Development in Education, 50(3), 501–518. https://doi.org/10.1080/19415257.2024.2338445
Fullan, M. (2007). The New Meaning of Educational Change , Fourth Edition ! In Change.
Haslan, S. N. H., & Mahamod, Z. (2024). Exploration of Collaborative Culture through the Practices Of Professional Learning Community. International Journal of Arts and Social Science, 7(7), 62–78.
Hendrickx, M. M. H. G., Thurlings, M. C. G., & Den Brok, P. (2025). Teachers’ collaborative knowledge building in professional learning communities: connecting interaction patterns to learning gains. European Journal of Psychology of Education, 40(1), 1–19. https://doi.org/10.1007/s10212-024-00938-y
Hord, S. M. (1997). Professional learning communities: communities of continuous inquiry and improvement. Leadership, 40(1), 58–59.
Hudson, C. (2024). A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools. Journal of Education, 204(3), 649–659. https://doi.org/10.1177/00220574231197364
Johannesson, P. (2022). Development of professional learning communities through action research: understanding professional learning in practice. Educational Action Research, 30(3), 411–426. https://doi.org/10.1080/09650792.2020.1854100
McKie, K. (2024). Collaboration Counts: Sustained Success in Professional Learning Communities. Canadian Journal of Science, Mathematics and Technology Education, 24(3), 380–399. https://doi.org/10.1007/s42330-025-00367-z
Nehez, J. (2024). How to identify actions to improve in the practices of a professional learning community: a study of an action research project. Educational Action Research, 32(5), 884–902. https://doi.org/10.1080/09650792.2023.2298424
Nurhayati, M. (2022). The Role of the Principal in Coaching Competence Early Childhood Education Teacher Pedagogy at PAUD X Bandung. J. Ris. Educator . Early Childhood Education Teacher, 15–19. https://doi.org/10.29313/jrpgp.vi.709
OECD. (2021). Beyond Academic Learning. In Beyond Academic Learning. https://doi.org/10.1787/92a11084-en
Ridha, S., Aslamiah, Noorhapizah, & Novitawati. (2026). Linking Instructional Supervision to Teacher Development and School Growth in Early-Stage Islamic Elementary Institutions. Jurnal Inovasi Pendidikan Dan Sains, 7(1), 114–123. https://doi.org/10.51673/jips.v7i1.2772
Sallis, E. (2012). Total Quality Management in Education. In International Journal of Social Science, Innovation and Educational Technologies. https://doi.org/10.54603/iss.185
Segal, A. (2024). Rethinking Collective Reflection in Teacher Professional Development. Journal of Teacher Education, 75(2), 155–167. https://doi.org/10.1177/00224871231188702
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. In Journal of Educational Change (Vol. 7, Issue 4). https://doi.org/10.1007/s10833-006-0001-8
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Wei, Z. (2025). Developing Effective Professional Learning Communities to Foster Teacher Growth and Collaboration in Chinese International Schools. Uniglobal Journal of Social Sciences and Humanities, 4(4), 207–214. https://doi.org/10.53797/ujssh.v4i2.25.2025
Yu, T. K., & Chao, C. M. (2023). Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities. Education and Information Technologies, 28(5), 5779–5804. https://doi.org/10.1007/s10639-022-11376-y
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Maimunah, Ahmad Suriansyah
This work is licensed under a Creative Commons Attribution 4.0 International License.
