In this study, teachers participated in professional learning communities (PLCs) focusing on culturally responsive teaching. Twelve teachers were interviewed to gain more insight into how teachers participated in these PLCs and the extent to which participation impacted culturally responsive competences. The results showed that participating in a PLC seems to result in joint work or shared practices. Moreover, it seems to change the attitude and beliefs of all teachers and the knowledge and skills of some teachers. To apply these competences in the class

Culturally responsive teaching, Professional development, Professional learning community
dx.doi.org/10.1016/j.ijer.2020.101698, hdl.handle.net/1765/131587
International Journal of Educational Research
Department of Psychology

Alhanachi, S, de Meijer, L.A.L, & Severiens, S.E. (2021). Improving culturally responsive teaching through professional learning communities: A qualitative study in Dutch pre-vocational schools. International Journal of Educational Research. doi:10.1016/j.ijer.2020.101698