The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development

ABSTRACT

Drawing on a larger ethnographic study, this article reports a case study investigating the impact of a blended professional learning community (PLC) on teacher educators’ changes in professional identity situated in initial teacher education (ITE) curriculum reform. Out of 200 teacher educators involved in the project under the Indonesian National Qualifications Framework (INQF) scheme, thirty of them were purposively recruited for this case study. Findings show that the participants could reconstruct their professional identity as curriculum makers as they engaged in the three-year blended PLC programme. This empirical evidence suggests that a blended PLC could help teacher educators engage in sustained professional learning and play a role as curriculum makers in response to the national ITE curriculum reform.

KEYWORDS:

• Curriculum reform
• initial teacher education
• professional learning community
• sustainable teacher professional development

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.