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ERIC Number: EJ865835
Record Type: Journal
Publication Date: 2009-Jun
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0305-4985
Professional Learning Communities and Teacher Well-Being? A Comparative Analysis of Primary Schools in England and Finland
Webb, Rosemary; Vulliamy, Graham; Sarja, Anneli; Hamalainen, Seppo; Poikonen, Pirjo-Liisa
Oxford Review of Education, v35 n3 p405-422 Jun 2009
The article is a comparative analysis of the policy and practice of professional learning communities (PLCs) in primary schools in England and Finland. The concept of PLC has become a globally fashionable one and has been explicitly advocated in policy documents in both countries. Drawing from a database of qualitative semi-structured interviews with primary teachers, four key themes affecting their work and well-being are identified: the primary school community; collaborative working; continuing professional development and trust and accountability. The realities of PLCs as experienced by primary teachers in each country are contrasted. Similarities in teachers' responses were found, especially in examples of education policy borrowing. However, the different cultural contexts in each country resulted in some fundamental differences that strongly influenced the nature of, and possibilities for, school PLCs. While ideal notions of PLCs may be difficult to realise, it is argued that it is an important concept worth developing for its potential contribution to teacher well-being.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; United Kingdom (England)