Promoting teaching from a Christian perspective by participating in professional learning communities

This study investigates the development of two groups of Dutch teachers in Reformed secondary schools over a two-year period, in which they formed a professional learning community. Their aim was to grow in integrating faith and teaching in a natural and holistic way. Findings in this iterative educational design research study include that a self-related, an other-related, and an input-related cluster of factors account for the perceived effectiveness of the PLC. A small set of models, including the Design Diamond, proved sufficient for teachers to generate new ideas and (re)design their lessons from a Christian perspective.