The Model of Professional Learning Community (PLC) for the 21st Century Learning in the Context of Teaching Approach under Coronavirus 2019 Situation

Abstract

     The model of professional learning community (PLC) for the 21^st century learning in the context of teaching approach under coronavirus 2019 situation aims to present a teacher professional learning community model to Learning in the 21st Century in the Context of Teaching and Learning under the COVID-19 Situation by using a qualitative research methodology based on the theory of data. Data was collected by document analysis, focus group, deep interview and Zooms’ recorder video analysis. Analysis of the collected data was done by means of protocol analysis and analytic description. The sample was 2 groups: 1) the target groups were divided into 2 groups: 1) The target group of the pilot research for the synthesis of the temporary theoretical framework was 5 fourth-year students enrolled in a mathematics education seminar with the researcher as an advisor in group, and 2) the target group for implementing the provisional theoretical conceptual framework was 7 mathematics teachers who participated in the PLC process by using the competency-based learning management plan according to the IPST's guidelines, in which the researcher was the group advisor.

     The results of the research revealed that the model of professional learning community for teachers to learn in the 21st century, the context of teaching and learning management under the situation of COVID 19 has 3 main components and 10 sub-components, which are the 1st main component, which is initial factor There are subcomponents: 1.1) collaboratively interest 1.2) collaboratively ideas and 1.3) collaboratively process. The 2^nd main element consisted of 2.1) collaboratively learning 2.2) collaboratively working 2.3) leadership 2.4) responsibility and 2.5) students’ learning and the 3^rd main element consisted of 3.1) online learning and 3.2) on hand learning.