Circle of Knowledge: Engaging Strategies for Teaching and Learning
Status
Completed: 1 December 2025
Key research question
How does the implementation of teaching and learning circles (TLCs) in adult and community education sites influence teaching and learning practices?
This research examines the implementation and impact of TLCs in ACE contexts. Drawing on literature and practice-based evidence, it highlights how TLCs contribute to educator growth, enhance teaching quality, and support culturally responsive practice.
The project report offers insights and recommendations for educational leaders, facilitators, and practitioners committed to developing reflective and contextually relevant professional learning communities.
Aims:
- Facilitate the implementation of Teaching and Learning Circles (TLC’s) in ACE site to foster the practice of ako.
- Explore the role of TLCs in empowering ākonga.
Methodology:
The study used an Appreciative Inquiry (AI) methodology, a collaborate and strengths-based approach through a series of structured interviews, group discussions and storytelling. This approach promotes stakeholder involvement and can lead to meaningful and contextually relevant findings.
A sample of educators and learners from two Adult and Community Education sites (Kaitaia – Far North REAP and Christchurch – Hagley Learning Centre) were involved.
Two TLC groups were formed at each site to engage in reflective discussions and share teaching experiences. Each group consisted of 6-8 educators who meet regularly.
Team
Dr Cherie Chu-Fuluifaga
Lead Researcher
Te Herenga Waka | Victoria University of Wellington
Tai Samaeli
ACE Aotearoa
Hannah Pia Baral
ACE Aotearoa
Jennifer Leahy
ACE AoteraoaStatus
Funding
$43,000.00 (excl GST)
Key Findings
Teaching and Learning Circles (TLCs) are an inclusive and collaborative form of professional learning that prioritise reflection, dialogue, and shared inquiry. Unlike traditional top-down professional development, TLCs cultivate relational trust and collective wisdom, creating flexible spaces where educators critically examine their practice. This is particularly valuable in adult and community education (ACE), where learners bring diverse life experiences and educators must respond with adaptive, learner-centred pedagogy.
The main findings from the investigation were:
- TLCs strengthen educator identity and professional growth through reflection, feedback, and collaboration.
- Relational trust and cultural values are central to their effectiveness.
- TLCs create space for innovation while also supporting resilience in the face of challenges.
- Impact ripples outward: improvements in practice benefit not only teachers but also learners, communities, and wider ACE systems.
Implications for Practice
The analysis of adult and community education contexts underscores the necessity of letting context drive the design and implementation of TLCs.
Key implications for practice include:
- Contextual Relevance: TLCs can be tailored to the specific needs and challenges of each ACE Aotearoa site, considering factors such as learner demographics, geographic location, and resource availability.
- Flexibility: TLCs should incorporate flexible structures, such as virtual meetings and asynchronous learning, to accommodate the demands and constraints faced by educators.
- Cultural Responsiveness: TLCs must prioritise culturally responsive practices, providing educators with the tools and strategies needed to support diverse learner populations.
- Trust-Building: Building trust within TLCs is essential for fostering collaboration and innovation among educators.
This report examines the implementation and impact of TLCs in ACE contexts. The analysis offers insights and recommendations for educational leaders, facilitators, and practitioners committed to developing reflective and contextually relevant professional learning communities.
PDF, 445Kb
- 30 November 2025
This resource pack provides an introduction to Teaching and Learning Circles and some resources to help you get started.
(PDF, 524 KB, 16-pages)
- 28 February 2020
This resource pack provides information about the purpose and proposed process of Teaching and Learning Circles and includes some handy forms to guide you through the process.
(PDF, 388 KB, 12-pages).
- 30 August 2019
Teaching and Learning Circles (TLCs) are a facilitated peer observation of teaching and a professional development opportunity for tertiary teachers. The project offers evidence of the impact of TLCs on collegiality, confidence and competence among tertiary educators.