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ERIC Number: EJ843992
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0380-2361
Who Is the "Professional" in a Professional Learning Community? An Exploration of Teacher Professionalism in Collaborative Professional Development Settings
Servage, Laura
Canadian Journal of Education, v32 n1 p149-171 2009
This study is a survey and interpretation of professional development literature related to professional learning communities (PLCs) in schools. Current K 12 trade publications focusing on PLCs were analyzed against four different theoretical models of professionalism. Each model encourages and legitimates a different understanding of the knowledge content and practices that make teachers and their schools "professional." The article concludes that PLC learning presently embraces the technical and managerial dimensions of teachers' work at the expense of craft knowledge and critical perspectives, resulting in narrow and impoverished understandings of teacher professionalism, and limiting potential contributions of PLCs to teachers' professional growth and learning.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A