Who is the “Professional” in a Professional Learning Community? An Exploration of Teacher Professionalism in Collaborative Professional Development Settings
Bibliographic record
Abstract
This study is a survey and interpretation of professional development literature related to professional learning communities (PLCs) in schools. Current K‐12 trade publications focusing on PLCs were analyzed against four different theoretical models of professional‐ ism. Each model encourages and legitimates a different understanding of the knowledge content and practices that make teachers and their schools “professional.” The article con‐ cludes that PLC learning presently embraces the technical and managerial dimensions of teachers’ work at the expense of craft knowledge and critical perspectives, resulting in narrow and impoverished understandings of teacher professionalism, and limiting poten‐ tial contributions of PLCs to teachers’ professional growth and learning. Key words: PLCs, teacher learning, neo‐liberalism, school reform L’auteure presente un inventaire et une interpretation de la litterature sur le perfectione‐ ment professionnel en lien avec les communautes d’apprentissage professionnelles (CAP) dans les ecoles. Des publications specialisees portant sur les CAP de la maternelle au se‐ condaire ont ete analysees a l’aide de quatre modeles theoriques de professionnalisme distincts. Chaque modele favorise et justifie une comprehension differente du contenu du savoir et des pratiques qui donnent un caractere professionnel aux enseignants et a leurs ecoles. L’auteure conclut que l’apprentissage dans les CAP englobe presentement les di‐ mensions techniques et administratives du travail des enseignants au detriment de la connaissance du metier et des perspectives critiques, ce qui entraine une comprehension etroite et appauvrie du professionnalisme de l’enseignant et limite l’apport potentiel des CAP a la croissance professionnelle et a l’apprentissage des enseignants. Mots cles : CAP, apprentissage chez l’enseignant, neoliberalisme, reforme scolaire
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".