- Dissertation
- 10.46569/mp48sp50t
Developing Differentiated and Sustainable Professional Learning Communities Among Chinese Immersion Preschool Teachers
- Jan 01, 2025
- Chu Hsi Tseng
The current dissertation investigated how professional learning communities (PLCs) can be developed and sustained to support Chinese immersion preschool teachers across diverse roles, including lead teachers (LTs), teaching associates (TAs), and support teachers (STs), in an independent school context.Through the lens of educational equity and teacher empowerment, the study explored how differentiated PLC models can respond to the professional development (PD) needs of immigrant educators while enhancing individualized, child-centered learning practices.Using design-based implementation research (DBIR) methodology and narrative inquiry, the current study drew on stories and experiences spanning from 2020 to February 2025, and formal data collection began in April 2024.Grounded in theoretical frameworks such as communities of practice, complexity leadership theory (CLT), design thinking, multitiered system of supports (MTSS) and universal design for learning (UDL), the research examined three iterative cycles of PLC implementation.The findings illustrated how leadership practices, collaborative structures, and reflective documentation (e.g., learning stories) can foster teacher growth and systemic change, particularly in multilingual, multicultural early learning environments.The current study contributes to the field by proposing a sustainable, inclusive PLC model that bridges hierarchical gaps in teacher roles, integrates culturally responsive pedagogy, and enhances support for all children's developmental needs.The results offer actionable insights for educational leaders and policymakers seeking to improve equity, collaboration, and instructional quality in early childhood education (ECE), especially in bilingual and immersion program.v Preface My upbringing was filled with opportunities to see different perspectives because I came from a low-income family and experienced firsthand how limited resources affect students.In Taiwanese culture of 3-4 decades ago, I was an atypical learner because I could not learn through traditional teacher lectures; I only immersed myself deeply in topics I explored on my own.My family experiences have made me realize deeply the harm caused by discrimination, because since I was in the second grade, my mother has suffered from mental illness, and I heard many judgmental remarks from others.My father, a retired veteran who moved from China to Taiwan with the army after World War II, passed away during my high school years.Without the support of both financial and emotional resources, my family and I endured extremely difficult times.During the early years of college, I struggled to focus on my studies while constantly facing the reality that my mother had attempted suicide.Compared to my sister, I was fortunate to have participated in a government-sponsored experimental education program that allowed me to attend college.My sister, on the other hand, had to work while studying, spending 15 years advancing from vocational school to graduate school.Despite earning her degree, she still does not see herself as a successful learner and continues to be deeply affected by the negative self-image formed during her formative years.My early experiences have taught me one thing: whether child or adult, when one's physical and mental well-being is unstable, one cannot engage in learning.During my educational journey in Taiwan, I was often viewed through a deficit lens by the school system and others.However, when I entered a teacher's college and majored in early
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