Network of Teacher Learning Communities 

Short summary

 "The aim is to give all children the support they need to gain a certain level of
knowledge, because I am sure that every pupil can show progress if they receive
a thorough and thoughtful development.”- said Fürjes-Gáborné Csépányi Ágnes, Principal-in-charge of the Pollack Mihály Primary School.
The Pollack Mihály Primary School is located in Kazincbarcika in Borsod-Abaúj-Zemplén County, Northern Hungary. Due to a local educational government decision the school was merged with five other primary schools in 2012. There were differences among the schools in terms of requirements for discipline, standards for classroom management and preparation for lessons, and also the methodological skills of teachers were not at the same level. In order to harmonise the different school cultures and to get to know each other’s everyday teaching practice the principal initiated mutual classroom visits and job shadowing. Based on the experiences of cooperation among teachers it turned out that the establishment of so called inter-institutional teacher learning communities would be very useful. Being a member of an inter-institutional teacher learning community seems to be a great opportunity to learn new methods and share knowledge that can bust the individual professional motivation of teachers as well. 
The case study on the Network of Teacher Learning Communities was elaborated in the EFFeCT project which was coordinated by the Knowledge Centre of the Tempus Public Foundation and it was carried out with the participation of six countries: Finland, Latvia, the Czech Republic, the UK, Ireland and Hungary. The main goal of the international collaboration is to develop a European methodological framework which aims to facilitate collaborative learning of teachers and seeks to provide a guideline for policymakers and other educational stakeholders. During the research and analysis phase of the project we found that some of the good practices also contribute directly or indirectly to reduce early school leaving.


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Target group of good practice:

School leaders & Teacher educators



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