Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/17374
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dc.contributor.authorWatson, Cate-
dc.date.accessioned2016-09-10T01:13:49Z-
dc.date.issued2014-02-
dc.identifier.urihttp://hdl.handle.net/1893/17374-
dc.description.abstractThe concept of the professional learning community (PLC) has been embraced widely in schools as a means for teachers to engage in professional development leading to enhanced pupil learning. However, the term has become so ubiquitous it is in danger of losing all meaning, or worse, of reifying ‘teacher learning' within a narrowly defined ambit which loses sight of the essentially contestable concepts which underpin it. The primary aim of this paper is therefore to (re-)examine the assumptions underpinning the PLC as a vehicle for teacher led change in schools in order to confront and unsettle a complacent and potentially damaging empirical consensus around teacher learning. This paper examines the characteristics and attributes of the ‘effective' professional learning community as identified in the literature, drawing out the tensions and contradictions embodied in the terms professional, learning and community. The paper considers the implications of this analysis for practice, and concludes by offering some insights into the nature of ‘school improvement', and the role of PLCs in realizing this.en_UK
dc.language.isoen-
dc.publisherWiley-Blackwell for British Educational Research Association-
dc.relationWatson C (2014) Effective professional learning communities? The possibilities for teachers as agents of change in schools, British Educational Research Journal, 40 (1), pp. 18-29.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.titleEffective professional learning communities? The possibilities for teachers as agents of change in schoolsen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1002/berj.3025-
dc.citation.jtitleBritish Educational Research Journal-
dc.citation.issn0141-1926-
dc.citation.volume40-
dc.citation.issue1-
dc.citation.spage18-
dc.citation.epage29-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailcate.watson@stir.ac.uk-
dc.citation.date29/11/2012-
dc.contributor.affiliationProfessional Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000331564600002-
Appears in Collections:Faculty of Social Sciences Journal Articles

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