"Expansive Learning" in Inter-Institutional Professional Communities Shared by Policy Makers and Teacher Educators

• In Event: 63.047 - Teacher Educators' Professional Learning in Communities: A Promising Strategy

Abstract

Objectives
This study explores three inter-institutional communities in which collaboration between policymakers, teacher educators who held leadership positions within their institutes, and other stakeholders resulted in expanded learning. It describes the changes they introduced, and points to the common characteristics that could have contributed to these effects.

Theoretical framework
Professional Learning Communities (PLCs) have the following characteristics: (i) shared vision (ii) mutual trust enabling participants to share information, ideas and difficulties (iii) learning that results from continued critical and reflective discourse and focuses on participants' current practices, rather than imported from elsewhere (iv) commitment to the community and deep involvement in its activities (Stoll, Bolam, McMahon, Wallace & Thomas., 2006). PLCs are widely recognized as effective forms of professional learning for teachers (cf. DuFour, DuFour & Eaker, 2008; Stoll et al., 2006) and teacher educators (cf. Margolin, 2011). Fewer studies deal with PLCs of educational leaders (cf. Dickson & Mitchell, 2014; Wenger-Trayner, Fenton-O’Creevy, Hutchison, Kubiak & Wenger-Trayner, 2015).
PLC activities may result in 'expansive learning' that radically changes current practices rather than gradually improve them. (Engeström, 1999; Engeström & Sannino, 2010). Expansive learning consists of transformed patterns of activity, corresponding to new theoretical conceptualizations and empowered practitioners. Expansive learning is more likely to occur in communities that transcend professional and institutional boundaries.

Methods and data sources
This research used a multiple case study framework to guide data collection and analysis (Flyvbjerg, 2011) for three PLCs. Semi-structured interviews were conducted with four facilitators (one PLC had two facilitators), three policymakers and 2-3 teacher educators from each PLC (total 8 participants). In addition, written artifacts produced in the PLCs were gathered (including meeting protocols, books, research papers, position papers, and legislation bills). Thematic analysis was used (Guest, Macqueen and Namey, 2012) to identify examples of expansive learning. These were defined as significant changes in practice beyond the level of individual institutes institutions and that were anchored in novel conceptualizations.

Results and Significance
Findings show that the three PLCs operated regularly as frameworks for dialogue, information sharing, and professional learning. The inter-institutional composition of the PLCs enabled rapid dissemination of innovations. Participants' influential positions within their respective institutions enabled them to introduce coordinated changes that transformed professional practices. These were supported by the participating policymakers, and disseminated further. New conceptualizations that emanated from PLC discussions were published by participants. The results suggest that inter-institutional PLCs are a useful framework for professional learning of educational leaders, and that they can bridge over the "different worlds" in which practitioners, researchers and policymakers live (Edwards, Sebba & Rickinson, 2007).

Authors

• Ainat Guberman, David Yellin College of Education, The Mofet Institute

• Orit Avidov-Ungar, Achva Academic College & Open University of Israel

• Orit Dahan, Beit Berl College

• Ruth Serlin, The MOFET Institute