Professional learning community (PLC) is supposed to elevate teachers’ teaching practices and students’ learning through cooperation. Due to these advantages, it becomes one of the significant educational policies in the world. But the nature of PLC seems to be a bottom-up phenomenon rather than a top-down process. Many research has indicated the top-down or mission-orientated approach are not favorite of the bottom-up PLC. Thus, a further inquiry on what happens in the process of policy implementation is needed. However, less research investigates what happens when the PLC policy is implemented. Through a qualitative study with the informal actors, who locate at the space between formal administrators and school teachers, this study aims to reveal the process of PLC policy implementation. The results show that there are many ambivalent spaces in the process of policy implementation. The ambivalent spaces are: the synergy of who-position, the climate of governance with accountability, and the ability to interpret and lead the development of PLC. Among these spaces, the synergy of who-position seems to play the most critical role on the implementation of PLC policy. This is because that when those who have clear vision of PLC locate at powerful position, he/she can decide the direction of how to implement PLC. Nevertheless, most situations flow with the climate of pursuing accountability. The limited ability to interpret and lead the development of PLC also makes the pursing of accountability become a rationalize action.

Authors:
Huang Teng, Fu Jen Catholic University, Taiwan

About the Presenter(s)
Professor Huang Teng is a University Professor/Principal Lecturer at Fu Jen Catholic University in Taiwan

See this presentation on the full schedule – Saturday Schedule

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