Who is the “Professional” in a Professional Learning Community? - An Exploration of Teacher Professionalism in Collaborative Professional Development Settings

Oct 15, 2026

Survey and interpret professional development literature on professional learning communities (PLCs) in K-12 schools, comparing PLC-focused trade publications against four theoretical models of teacher professionalism. Argues that current PLC learning emphasizes technical and managerial dimensions of teachers’ work while sidelining craft knowledge and critical perspectives. Concludes this produces narrow, impoverished understandings of teacher professionalism and restricts PLCs’ potential to support teachers’ professional growth and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Teacher professionalism in PLCs

Literature review and theoretical framing

Impacts of PLCs on teacher learning and growth

Policy drivers: lifelong learning and welfare-state devolution

Who is the “Professional” in a Professional Learning Community? An Exploration of Teacher Professionalism in Collaborative Professional Development Settings Laura Servage University of Alberta 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 présente un inventaire et une interprétation de la littérature sur le perfectione‑ ment professionnel en lien avec les communautés d’apprentissage professionnelles (CAP) dans les écoles. Des publications spécialisées portant sur les CAP de la maternelle au se‑ condaire ont été analysées à l’aide de quatre modèles théoriques de professionnalisme distincts. Chaque modèle favorise et justifie une compréhension différente du contenu dusavoir et des pratiques qui donnent un caractère professionnel aux enseignants et à leurs écoles. L’auteure conclut que l’apprentissage dans les CAP englobe présentement les di‑ mensions techniques et administratives du travail des enseignants au détriment de la connaissance du métier et des perspectives critiques, ce qui entraîne une compréhension étroite et appauvrie du professionnalisme de l’enseignant et limite l’apport potentiel des CAP à la croissance professionnelle et à l’apprentissage des enseignants. Mots clés : CAP, apprentissage chez l’enseignant, néolibéralisme, réforme scolaire _____________________________ CANADIAN JOURNAL OF EDUCATION 32, 1 (2009): 149‑171 ©2009 Société canadienne pour l’étude de l’éducation/ Canadian Society for the Study of Education Professional learning communities (PLCs) are assuming an increasing role in teacher professional development in Canada and the United States. Popularized and perhaps best known through the work of Rich‑ ard DuFour (DuFour & Eaker, 1998), the basic premise of PLCs is that teachers can and should be working together to plan lessons, develop assessments, study curriculum, and otherwise improve student learning (DuFour, Eaker, & DuFour, 2005; McLaughlin & Talbert, 2006; Mitchell & Sackney, 2000; Zmuda, Kuklis, & Klein, 2004) . Specifically, the profes‑ sional learning community model formalizes these collaborative efforts, and embeds them in the school day as a regular component of teachers’work. Collaborative efforts encourage teachers to become active and conscientious learners, based on the belief that public education must respond to and prepare students for a complex and rapidly evolving world (Cibulka & Nakayama, 2000; Hargreaves, 2003) . The notion of the learning community in and of itself is not new. It has gained popularity alongside growing appreciation of the contextual‑ ized and highly social nature of learning in general, and has recognizable manifestations in learning technology, adult learning, and workplace learning (Bandura, 1986; Lave & Wenger, 1991; Vygotsky, 1926/1997; Wenger, 1998). The question – to what extent is a teacher a professional? – is not new either; no shortage of literature puzzles over whether teach‑ ing is a profession, a semi‑profession, a vocation, or work that “anyone can do.” What is new is how this discourse about teacher professionalism plays out within the increasing use of embedded – and in some cases mandated – collaborative work and collaborat

FAQs

What does the study investigate about professional learning communities?

It surveys and interprets professional development literature related to PLCs in schools, analyzing how PLCs are understood through different theoretical models of professionalism.

What four theoretical models are used in the analysis?

The paper evaluates PLC-focused K-12 publications against four different theoretical models of teacher professionalism, each supporting a different view of what counts as professional knowledge and practices.

According to the article, how do PLCs currently affect teacher professionalism?

PLC learning currently foregrounds technical and managerial aspects of teachers’ work at the expense of craft knowledge and critical perspectives, leading to narrower, less robust understandings of teacher professionalism and limiting teachers’ professional growth.

Oct 15, 2026

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