Transformative Learning: A Deep Dive into SLAC Sessions and Teacher Empowerment
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This study presents a systematic literature review examining the impact of School Learning Action Cell (SLAC) sessions on teacher professional development. The analysis, drawing from diverse studies, elucidates consistent positive influences across multiple dimensions. Firstly, active participation in SLAC sessions correlates with heightened teacher self-efficacy, reflected in increased confidence to implement innovative pedagogical strategies. Secondly, SLAC sessions serve as catalysts for tangible changes in instructional practices, fostering adaptability among educators and resulting in improved student engagement and learning outcomes. Thirdly, SLAC sessions are identified as pivotal in cultivating a collaborative professional community, aligning with Wenger's (1998) concept of communities of practice, where shared purpose and belonging contribute to collective identity and expertise. However, challenges in SLAC implementation, such as time constraints and the need for effective facilitation, are acknowledged. Overcoming these obstacles through sustained support, capacity building, and strategic planning at the institutional level is crucial. Recognizing SLAC sessions as a holistic approach to teacher professional development, this study concludes by emphasizing their potential as beacons guiding educators toward continuous growth, innovation, and collaborative excellence within the evolving educational landscape.
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