Analyzing Learning in Professional Learning Communities: A Conceptual Framework

Abstract

The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has been missing from the literature. Situating PLCs in a theory base specific to learning focuses researchers’ attention on their function and meaning and creates a research perspective that will help to answer questions about PLC process and product outcomes. This conceptual framework can also be used as a practical tool for school and district leaders to assess how their PLCs are functioning within the structures they have established.

FUNDING

The research informing this article was made possible by a grant from the Spencer Foundation. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation.

Notes

1. Learning is a neutral concept in these theories. This model does not project what learning should happen.