Beyond Professional Learning Community Effectiveness: Power, Values, and Phronesis

• In Event: Poster Session 11
  In Poster Session: Division A Graduate Student Poster Session

Abstract

Creating Professional Learning Communities (PLCs) in schools to improve professional collaboration and student achievement has become a prominent feature of public education policy. This study examines the current literature on PLCs in schools to highlight how research from a value-based perspective which studies power dynamics of and within PLC formation and functioning is limited. To provide this perspective, this paper argues for a phronetic or practical wisdom based framework (Flyvbjerg, 2001) to structure or evaluate PLCs. It makes a contribution to the PLC literature by suggesting methodological guidelines for research on PLCs and help educational leaders, policy makers and researchers find ways to make teacher collaboration truly emancipatory and not just a tool to achieve school improvement.

Author

• Gopal Midha, University of Virginia