Professional identity or best practices?: An exploration of the synergies between professional learning communities and communities of practices

Daphnee Hui Lin LEE, Imran SHAARI

Research output: Contribution to journalArticle

Abstract

This paper attempts to find the synergies between Professional Learning Community (PLC) and Community of Practice (CoP), with the view to enhance teacher professionalism. Based on the review of literatures, we highlight the different motivations of PLCs and CoPs, and the value-assumptions informing the two initiatives. We argue that both initiatives serve critical functions in augmenting teacher autonomy. Although conceptually distinctive, the underpinning values of the approaches to organizing teacher professional communities are complementary. Therefore, a two-prong approach is proposed. One seeds teacher professionalism through emergent best practices. The other consolidates these best practices into a coherent teacher professional identity through the introduction of structural affordances. Copyright © 2012 SciRes.
Original languageEnglish
Pages (from-to)457-460
JournalCreative Education
Volume3
Issue number4
DOIs
Publication statusPublished - Aug 2012

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synergy
best practice
teacher
learning
community
Values
autonomy
professionalism

Citation

Lee, D. H. L., & Shaari, I. (2012). Professional identity or best practices?: An exploration of the synergies between professional learning communities and communities of practices. Creative Education, 3(4), 457-460. doi: 10.4236/ce.2012.34070

Keywords

  • Communities of practice
  • Professional learning community
  • Teacher professionalism
  • Professional identity/autonomy
  • Best practices