Professional Learning Communities and Teacher Well-Being? A Comparative Analysis of Primary Schools in England and Finland

Autor/inn/en	Webb, Rosemary; Vulliamy, Graham; Sarja, Anneli; Hamalainen, Seppo; Poikonen, Pirjo-Liisa
Titel	Professional Learning Communities and Teacher Well-Being? A Comparative Analysis of Primary Schools in England and Finland
Quelle	In: Oxford Review of Education, 35 (2009) 3, S.405-422 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Interviews; Educational Change; Foreign Countries; Comparative Analysis; Educational Policy; Well Being; Communities of Practice; Comparative Education; Elementary Education; Longitudinal Studies; Performance Factors; Teaching Experience; Teacher Attitudes; Educational Practices; Finland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Well-being; Wellness; Wohlbefinden; Community; Vergleichende Erziehungswissenschaft; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsindikator; Lehrerverhalten; Bildungspraxis; Finnland
Abstract	The article is a comparative analysis of the policy and practice of professional learning communities (PLCs) in primary schools in England and Finland. The concept of PLC has become a globally fashionable one and has been explicitly advocated in policy documents in both countries. Drawing from a database of qualitative semi-structured interviews with primary teachers, four key themes affecting their work and well-being are identified: the primary school community; collaborative working; continuing professional development and trust and accountability. The realities of PLCs as experienced by primary teachers in each country are contrasted. Similarities in teachers' responses were found, especially in examples of education policy borrowing. However, the different cultural contexts in each country resulted in some fundamental differences that strongly influenced the nature of, and possibilities for, school PLCs. While ideal notions of PLCs may be difficult to realise, it is argued that it is an important concept worth developing for its potential contribution to teacher well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10