RESUMO
The Professional Learning Community (PLC) has an interdisciplinary focus on the humanities, arts, and technology. In order to explore the impact of peer coaching on the learning outcomes of eight university faculty members involved in the PLC for 'cultivating future design talents through inquiry-based learning', to develop an innovative approach for the university faculty members professional growth. A qualitative case study approach through six professional development courses with a dynamic revision process, participant observation and in-depth interviews to determine the potential of peer coaching as a tool for PLC teachers. It shows that peer coaching facilitated collaborative learning and positively contributed to PLC teachers' co-construction of knowledge in relation to Inquiry-Based Learning teaching approaches. The study found four processes of course-driven professional development and shows that multiple roles of PLC teachers, the PLC group dynamics, and online peer interaction are important issues in the post-COVID-19 era.
RESUMO
Developing community capital is widely viewed as a way to address community resilience-related issues toward sustainability. Based on a Taiwanese, peri-urban, Hakka settlement, this article presents findings on the practical factors in the development of community capital via farm-to-table and community care, and their implications for a resilient, healthy community. It shows that community capital arising from the pond farming, pond education, and community service systems can interact to support its diversity and linkability. The pond-based social network is identified as the key to mitigating the impacts of community challenges regarding food safety concerns, environmental degradation, and aging population. It argues that the pond-based food landscape, communal network, and a borderless campus can enhance community capital as well as play significant parts in achieving community sustainability by promoting residents' health and well-being.
