Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education

Pierre Van Meeuwen; Fred Huijboom; Ellen Rusman; Marjan Vermeulen; Jeroen Imants

doi:10.1080/02619768.2019.1693993

Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education

Pierre Van Meeuwen^*
, Fred Huijboom
, Ellen Rusman
, Marjan Vermeulen
, Jeroen Imants

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

7 Citations (Web of Science)

Abstract

The past two decades research on teachers’ professional development focusses increasingly on professional learning communities (PLCs). Based on a literature search a conceptual framework was developed including a comprehensive PLC-concept. Comprehensive because it takes into account the complexity of the educational context. The PLC-concept outlining 11 characteristics, is embedded in a framework, containing five external factors that influence. The framework was evaluated by interviewing educational experts. The literature search and the interviews showed a great diversity of distinct PLC characteristics and a wide range of external influencing factors. Based on expert interviews, no essential elements appeared to be lacking in the framework, moreover no other perspectives on the framework were mentioned. An additional search on recent literature confirmed the constructed framework. As yet we concluded that the developed concept is sufficiently comprehensive and feasible for conducting research on PLCs.

Original language	English
Pages (from-to)	405-427
Number of pages	23
Journal	European Journal of Teacher Education
Volume	43
Issue number	3
Early online date	2 Dec 2019
DOIs	https://doi.org/10.1080/02619768.2019.1693993
Publication status	Published - 26 May 2020

Keywords

COLLABORATION
Community of Practice
EFFICACY
IMPACT
PLC characteristics
Professional learning community
Professional learning community,
ROLES
SCHOOL LEADERSHIP
WORK
community of practice and PLC characteristics

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10.1080/02619768.2019.1693993

7 Citations
1 Abstract
1 Article

Professional Learning Communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors
Huijboom, F., Van Meeuwen, P., Rusman, E. & Vermeulen, M., Dec 2021, In: Learning, Culture and Social Interaction. 31, A, 14 p., 100566.
Research output: Contribution to journal › Article › Academic › peer-review
2 Link opens in a new tab Citations (Web of Science)
De ontwikkeling van een zevental Professionele Leer Gemeenschappen (PLG-en) in beeld gebracht: gemeten veranderingen van vormgevende kenmerken en sturingsfactoren in de loop van twee jaar onderzoek
Huijboom, F., Van Meeuwen, P., Rusman, E. & Vermeulen, M., 27 Jun 2019. 4 p.
Research output: Contribution to conference › Abstract › Academic

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title = "Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education",

abstract = "The past two decades research on teachers{\textquoteright} professional development focusses increasingly on professional learning communities (PLCs). Based on a literature search a conceptual framework was developed including a comprehensive PLC-concept. Comprehensive because it takes into account the complexity of the educational context. The PLC-concept outlining 11 characteristics, is embedded in a framework, containing five external factors that influence. The framework was evaluated by interviewing educational experts. The literature search and the interviews showed a great diversity of distinct PLC characteristics and a wide range of external influencing factors. Based on expert interviews, no essential elements appeared to be lacking in the framework, moreover no other perspectives on the framework were mentioned. An additional search on recent literature confirmed the constructed framework. As yet we concluded that the developed concept is sufficiently comprehensive and feasible for conducting research on PLCs.",

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year = "2020",

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language = "English",

volume = "43",

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journal = "European Journal of Teacher Education",

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Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education. / Van Meeuwen, Pierre; Huijboom, Fred; Rusman, Ellen et al.
In: European Journal of Teacher Education, Vol. 43, No. 3, 26.05.2020, p. 405-427.

Research output: Contribution to journal › Article › Academic › peer-review

TY - JOUR

T1 - Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education

AU - Van Meeuwen, Pierre

AU - Huijboom, Fred

AU - Rusman, Ellen

AU - Vermeulen, Marjan

AU - Imants, Jeroen

PY - 2020/5/26

Y1 - 2020/5/26

N2 - The past two decades research on teachers’ professional development focusses increasingly on professional learning communities (PLCs). Based on a literature search a conceptual framework was developed including a comprehensive PLC-concept. Comprehensive because it takes into account the complexity of the educational context. The PLC-concept outlining 11 characteristics, is embedded in a framework, containing five external factors that influence. The framework was evaluated by interviewing educational experts. The literature search and the interviews showed a great diversity of distinct PLC characteristics and a wide range of external influencing factors. Based on expert interviews, no essential elements appeared to be lacking in the framework, moreover no other perspectives on the framework were mentioned. An additional search on recent literature confirmed the constructed framework. As yet we concluded that the developed concept is sufficiently comprehensive and feasible for conducting research on PLCs.

AB - The past two decades research on teachers’ professional development focusses increasingly on professional learning communities (PLCs). Based on a literature search a conceptual framework was developed including a comprehensive PLC-concept. Comprehensive because it takes into account the complexity of the educational context. The PLC-concept outlining 11 characteristics, is embedded in a framework, containing five external factors that influence. The framework was evaluated by interviewing educational experts. The literature search and the interviews showed a great diversity of distinct PLC characteristics and a wide range of external influencing factors. Based on expert interviews, no essential elements appeared to be lacking in the framework, moreover no other perspectives on the framework were mentioned. An additional search on recent literature confirmed the constructed framework. As yet we concluded that the developed concept is sufficiently comprehensive and feasible for conducting research on PLCs.

KW - COLLABORATION

KW - Community of Practice

KW - EFFICACY

KW - IMPACT

KW - PLC characteristics

KW - Professional learning community

KW - Professional learning community,

KW - ROLES

KW - SCHOOL LEADERSHIP

KW - WORK

KW - community of practice and PLC characteristics

U2 - 10.1080/02619768.2019.1693993

DO - 10.1080/02619768.2019.1693993

M3 - Article

SN - 0261-9768

VL - 43

SP - 405

EP - 427

JO - European Journal of Teacher Education

JF - European Journal of Teacher Education

IS - 3

ER -

Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education

Abstract

Keywords

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Research output

Professional Learning Communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors

De ontwikkeling van een zevental Professionele Leer Gemeenschappen (PLG-en) in beeld gebracht: gemeten veranderingen van vormgevende kenmerken en sturingsfactoren in de loop van twee jaar onderzoek

Cite this