Cultivating a Culture of Continuous Improvement: The Impact of Teacher Learning Communities on Classroom Practice in Developing Contexts

Abstract

Ongoing professional development is essential to improving teaching quality, student engagement, and instructional strategies. In Bangladesh, limited access to qualified educators and the inadequacy of conventional, workshop-based training programs present significant challenges to sustainable educational reform. This study examines the implementation of a Teacher Learning Community (TLC) model at Presidency International School—a Cambridge-affiliated institution—designed to address these issues. Since 2015, approximately 300 teachers have been trained in this model, and a team of about 30 skilled teacher-coaches is now actively providing guidance. Every teacher is supported by a designated coach, ensuring continuous, individualized professional development. The TLC framework includes structured pre- and post-observation cycles, live and video-based classroom observations, peer feedback, and non-evaluative coaching. Results demonstrate significant improvements in formative assessment practices, classroom management, and pedagogical effectiveness, with a notable shift from content delivery to conceptual facilitation. Observation reports and teacher reflections confirm the model’s positive impact on both teaching culture and student learning outcomes. The initiative offers a scalable, cost-effective, and context-sensitive solution for schools in similar resource-constrained settings. It affirms that sustained, practice-embedded professional development grounded in peer support and reflection can meaningfully transform education systems in developing contexts.