Global conceptualization of the professional learning community process: Transitioning from country perspectives to international commonalities Abstract The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country’s involvement with PLC actions, and noted similarities and common practices among the school improvement initiatives in five countries. Major constructs were identified, research was conducted (interviews and observations), and themes emerged. A literature review of the constructs led to outcomes. A definition of the Global PLC process, revision of constructs, and further clarification of descriptors were established. External influencing factors were also identified as essential. Finally the awareness that the PLC reculturing effort is guided and influenced by the phases of change was noted. The following are conclusions and implications. In an interdependent world, we recognize the importance of considering viewpoints of multiple global systems. An inclusive knowledge base can develop which prepares educators and citizens for more collaborative international understanding. These conclusions can lead to changes in practice at the school and middle level (district, city, province), and policy changes at the state, province, and national levels.
Huffman, J., Olivier, D., WANG, T., Chen, P., Hairon, S., & Sun-Keung Pang, N. (2016). Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities. International Journal of Leadership in Education, 19(3), 327-351. https://doi.org/10.1080/13603124.2015.1020343