Collaborative Inquiry and the Shared Workspace of Professional Learning Communities

• In Event: School Improvement Through the Adult Learning Environment

Abstract

The purpose of this paper was to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were part of school culture. Collaborative culture at each school were designed to ensure educators share intellectual and physical contributions in learning to investigate the impact of teaching and learning.

A grounded theory research approach was used to investigate experiences in schools (Creswell, 2013). Data collected, included semi-structured interviews, observations, artifacts, and researcher field notes.

Interactions included shared leadership, decision-making, teaching and learning, and accountability. Attributes and characteristics of effective collaboration and PLCs greatly affected outcomes. An emergent framework is provided on collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace.

Author

• Daniel Carpenter, Concordia University - Portland