Keywords
schools as Professional Learning Communities
rust and respect in education
high- trust to teacher’s job
shared values and vision of education
collective responsibility
eflective professional inquiry
collaboration in schools
rust and respect in education
high- trust to teacher’s job
shared values and vision of education
collective responsibility
eflective professional inquiry
collaboration in schools
How to Cite
Suwalska, A. (2021). Professional Learning Communities in the Contemporary Basic Education in Finland. Yearbook of Pedagogy, 43, 81–94. https://doi.org/10.2478/rp-2020-0005
Abstract
In the article I will pay attention to schools as Professional Learning Communities which include: shared values and vision of education, collective responsibility, reflective professional inquiry, col- laboration and group, as well as individual, learning. I also analyze trust and respect, closely related to PLC in contemporary Finnish education.
References
Brandal N., Bratberg Ø., Thorsen D.E., The Nordic Model of Social Democracy, Palgrave Macmil- lan, London 2013.
Bryk A., Camburn E., Louis K.S., Professional Community in Chicago Elementary Schools: Faci- litating Factors and Organizational Consequences, ”Educational Administration Quarterly” 1999, 35 (5) (Supplement), p. 751–781.
Darling-Hammond L., The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future, Teachers College Press, New York 2010.
Davis K., Armstrong A., Teacher Educators’ Initial Impressions of the edTPA: A “Love-Hate” Re- lationship [online], <http://www.srate.org/JournalEditions/Volume27-2/Manuscript%2003.Da- vis.pdf> [dostęp: 28.11.2020].
DuFour R., Schools as Learning Communities, “Educational Leadership” 2004, 67 (8), p. 6–11. Fullan M., The Three Stories of Education Reform, Phi Delta Kappan 2000, 81 (8), p. 581–584. Giebułtowska J., Rozwój zawodowy nauczycieli w modelu professional learning community, “Laboret Educatio” 2017, no. 5, s. 57–72.
Hargreaves A., Teaching in the Knowledge Society, Open University Press, Buckingham 2003. Hargreaves A., & Fullan M., Professional Capital. Transforming Teaching in Every School, Teachers College Press, New York 2012.
Hargreaves A., & Shirley D., The Global Fourth Way, The Quest for Educational Excellence, Sage Publications, London 2012.
Hord S.M. (ed.), Learning Together, Leading Together: Changing Schools Through Professional Learning Communities, Teachers College Press, New York 2004.
Hord S., Professional Learning Communities: Communities of Continuous Inquiry and Improvement, Southwest Educational Development Laboratory, Austin, TX 1997 [online], <https://files.eric.ed.gov/fulltext/ED410659.pdf> [dostęp: 26.11.2020], p. 1.
Kennedy A., Models of Continuing Professional Development: A Framework for Analysis, “Professional Development in Education” 2014, 40 (3), p. 336–351.
King M.B., & Newmann F.M., Building School Capacity through Professional Development: Conceptual and Empirical Considerations, “International Journal of Educational Management” 2001, 15 (2), p. 86–93.
Kruse S.D., Louis K.S., & Bryk A.S., An Emerging Framework for Analyzing School-Based Professional Community, [in:] Professionalism and Community: Perspectives on Reforming Urban Schools, eds. K.S. Louis, S. Kruse, & Associates, Long Oaks, CA 1995.
Leclerc M., Moreau A.C., Dumouchel C., & Sallafranque-st. Louis, F., Factors that Promote Progression in Schools Functioning as Professional Learning Community, “International Journal of Education Policy & Leadership” 2012, 7 (7), p. 1–14.
Lomos C., To What Extent do Teachers in European Countries Differ in Their Professional Community Practices?, “School Effectiveness and School Improvement” 2017, 28 (2), p. 276–291.
Louis K.S., Beyond ‘‘Managed Change’’: Rethinking How Schools Improve, “School Effectiveness and School Improvement” 1994, 9 (1), p. 1–27.
Louis K.S., Kruse S., & Bryk A.S., Professionalism and Community: What is it and Why is it Important in Urban Schools?, [in:] Professionalism and Community: Perspectives on Reforming
Urban Schools, eds. K.S. Louis, S. Kruse, & Associates, Long Oaks, CA 1995.
Newmann F.M., & Wehlage G.G., Successful School Restructuring: A Report to the Public and Educators by the Center on Organization and Restructuring of Schools, CORS, Madison, Wisconsin 1995.
OECD 2007, PISA 2006, Science Competencies for Tomorrow’s World (vol. 1), France, Pa- ris 2006 [online], https://www.oecd-ilibrary.org/docserver/9789264040014-en.pdf?expi- res=1613132839&id=id&accname=guest&checksum=02B81E240A4CE8215B49754CC07C 3808 [dostęp: 12.02.2021].
OECD 2013, PISA 2012 Results: Excellence through Equity (vol. II), France, Paris 2012 [online], <https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-II.pdf> [dostęp: 12.02.2021].
OECD 2018, PISA 2015, Results in Focus [online], <https://www.oecd.org/pisa/pisa-2015-results- -in-focus.pdf> [dostęp: 12.02.2021].
Pietarinen J., Pyhältö K., & Soini T., Large-Scale Curriculum Reform in Finland – Exploring the Interrelation Between Implementation Strategy, the Function of the Reform, and Curriculum Coherence, “The Curriculum Journal” 2017, 28 (1), p. 22–40.
Prestridge S.J., Reflective Blogging as Part of ICT Professional Development to Support Pedagogi- cal Change, “Australian Journal of Teacher Education” 2014, 39 (2), p. 70–86.
Rosenholtz S.J., Teachers’ Workplace: The Social Organization of Schools, Longman, New York 1989. Sahlberg P., Developing Effective Teachers and School Leaders: The Case of Finland, [in:] Teach- ing in the Flat World: Learning from High-Performing Systems, eds. L. Darling-Hammond & R. Rothman, Teachers College Press, New York 2015, p. 30–44.
Sahlberg P., Finnish Lessons. What Can the World Learn from Educational Change in Finland, Columbia University, New York 2015, p. 149.
Schneider R.M., & Plasman K., Science Teacher Learning Progressions: A Review of Science Teachers` Pedagogical Content Knowledge Development, “Review of Educational Research” 2011, 81 (4), p. 530–565.
Sejersted F., Sosialdemokratiets tidsalder. Norge og Sverige i det 20. århundre [The Age of Social Democracy. Norway and Sweden in the 20th Century; in Norwegian], Norway: Pax Forlag A/S, Oslo 2005.
Sejersted J.M., Debatta ret som ikkje var – 2004 [2004 – The Year of the Non-Debate; In Norwegian], [in:] Norsk litterær årbok 2005, eds. J.M. Sejersted, & E. Vassenden, Det Norske Samlaget, 2005, p. 9–19.
Sejersted J.M., Debatt Øret som ikke var – 2004 [2004 – The Year of the Non-Debate; In Norwegian], [in:] Norsk litterær årbok 2005, eds. J.M. Sejersted, & E. Vassenden, (p. 9–19), Det Norske Samlaget, 2005, p. 9–19.
Sergiovanni T.J., Building Community in Schools, Jossey-Bass, San Francisco 1994, p. 154. Silander P., How to Create the School of the Future. Personal Collection of Pasi Silander, Helsinki Department of Education, Helsinki 2017.
Slagstad R., De nasjonale strateger [National Strategy Makers; in Norwegian], Norway: Pax Forlag
A/S, Oslo 1998.
Slagstad R., Skandinavisk senmodernitet [Scandinavian Late Modernity; in Norwegian], “Nytt Norsk Tidsskrift” 2004, 21 (3–4), p. 227–236.
Stoll L., Bolam R., McMahon A., Wallace M., & Thomas S., Professional Learning Communities: A Review of the Literature, “Journal of Educational Change” 2006, 7 (4), p. 1–38.
Suwalska A., High-Trust to Teachers’ Job in Finland in 1970s, “Studia z Teorii Wychowania” 2018, t. IX, nr 3 (24), p. 273–287.
Svendsen B., Inquiries into Teacher Professional Development – What Matters?, “Education” 2020, vol. 140 (3), p. 115.
Svendsen B., Teachers` Experience from a School-Based Collaborative Teacher Professional Development (TPD) Programme: Reported Impact on Professional Development, “Teacher Deve- lopment” 2016, 20 (3), p. 313–328.
The National Core Curriculum for Basic Education 2014, Finnish National Agency for Education, Juvenes Print-Suomen Yliopistopaino Oy, Helsinki 2016, p. 15.
Tirri K., Teacher Education Is the Key to Changing the Identification and Teaching of the Gifed, “Roeper Review”, Jul–Sep 2017, vol. 39, issue 3, p. 210–212.
Tschannen-Moran M., What’s Trust Got to do With it? The Role of Faculty and Principal Trust in Fostering Student Achievement, in annual meeting of the University Council for Educational Administration, Kansas City 2004.
Vangrieken K., Raes E., Kyndt E., Dochy F., Teacher Collaboration: A Systematic Review, “Educa- tional Research Review” 2015, 15, p. 25.
Vescio V., Ross D., & Adams A., A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning, “Teaching and Teacher Education” 2008, 24 (1), p. 80–91.
Wahlstrom K.L., & Louis K.S., How Teachers Experience Principal Leadership: The Roles of Pro- fessional Community, Trust, Efficacy, and Shared Responsibility, “Educational Administration Quarterly” 2008, 44 (4), p. 458–495.
Wenger E., Communities of Practice: Learning, Meaning, And Identity (Learning in Doing: Social, Cognitive and Computational Perspectives), 1st edition, Cambridge University Press, Cambrid- ge 1998.
Williams R., Brien K., Sprague C., & Sullivan G., Professional Learning Communities: Developing a School-Level Readiness Instrument, “Canadian Journal of Educational Administration and Po- licy” 2008, 74 [online], <https://files.eric.ed.gov/fulltext/EJ807003.pdf> [dostęp: 26.11.2020].
Bryk A., Camburn E., Louis K.S., Professional Community in Chicago Elementary Schools: Faci- litating Factors and Organizational Consequences, ”Educational Administration Quarterly” 1999, 35 (5) (Supplement), p. 751–781.
Darling-Hammond L., The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future, Teachers College Press, New York 2010.
Davis K., Armstrong A., Teacher Educators’ Initial Impressions of the edTPA: A “Love-Hate” Re- lationship [online], <http://www.srate.org/JournalEditions/Volume27-2/Manuscript%2003.Da- vis.pdf> [dostęp: 28.11.2020].
DuFour R., Schools as Learning Communities, “Educational Leadership” 2004, 67 (8), p. 6–11. Fullan M., The Three Stories of Education Reform, Phi Delta Kappan 2000, 81 (8), p. 581–584. Giebułtowska J., Rozwój zawodowy nauczycieli w modelu professional learning community, “Laboret Educatio” 2017, no. 5, s. 57–72.
Hargreaves A., Teaching in the Knowledge Society, Open University Press, Buckingham 2003. Hargreaves A., & Fullan M., Professional Capital. Transforming Teaching in Every School, Teachers College Press, New York 2012.
Hargreaves A., & Shirley D., The Global Fourth Way, The Quest for Educational Excellence, Sage Publications, London 2012.
Hord S.M. (ed.), Learning Together, Leading Together: Changing Schools Through Professional Learning Communities, Teachers College Press, New York 2004.
Hord S., Professional Learning Communities: Communities of Continuous Inquiry and Improvement, Southwest Educational Development Laboratory, Austin, TX 1997 [online], <https://files.eric.ed.gov/fulltext/ED410659.pdf> [dostęp: 26.11.2020], p. 1.
Kennedy A., Models of Continuing Professional Development: A Framework for Analysis, “Professional Development in Education” 2014, 40 (3), p. 336–351.
King M.B., & Newmann F.M., Building School Capacity through Professional Development: Conceptual and Empirical Considerations, “International Journal of Educational Management” 2001, 15 (2), p. 86–93.
Kruse S.D., Louis K.S., & Bryk A.S., An Emerging Framework for Analyzing School-Based Professional Community, [in:] Professionalism and Community: Perspectives on Reforming Urban Schools, eds. K.S. Louis, S. Kruse, & Associates, Long Oaks, CA 1995.
Leclerc M., Moreau A.C., Dumouchel C., & Sallafranque-st. Louis, F., Factors that Promote Progression in Schools Functioning as Professional Learning Community, “International Journal of Education Policy & Leadership” 2012, 7 (7), p. 1–14.
Lomos C., To What Extent do Teachers in European Countries Differ in Their Professional Community Practices?, “School Effectiveness and School Improvement” 2017, 28 (2), p. 276–291.
Louis K.S., Beyond ‘‘Managed Change’’: Rethinking How Schools Improve, “School Effectiveness and School Improvement” 1994, 9 (1), p. 1–27.
Louis K.S., Kruse S., & Bryk A.S., Professionalism and Community: What is it and Why is it Important in Urban Schools?, [in:] Professionalism and Community: Perspectives on Reforming
Urban Schools, eds. K.S. Louis, S. Kruse, & Associates, Long Oaks, CA 1995.
Newmann F.M., & Wehlage G.G., Successful School Restructuring: A Report to the Public and Educators by the Center on Organization and Restructuring of Schools, CORS, Madison, Wisconsin 1995.
OECD 2007, PISA 2006, Science Competencies for Tomorrow’s World (vol. 1), France, Pa- ris 2006 [online], https://www.oecd-ilibrary.org/docserver/9789264040014-en.pdf?expi- res=1613132839&id=id&accname=guest&checksum=02B81E240A4CE8215B49754CC07C 3808 [dostęp: 12.02.2021].
OECD 2013, PISA 2012 Results: Excellence through Equity (vol. II), France, Paris 2012 [online], <https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-II.pdf> [dostęp: 12.02.2021].
OECD 2018, PISA 2015, Results in Focus [online], <https://www.oecd.org/pisa/pisa-2015-results- -in-focus.pdf> [dostęp: 12.02.2021].
Pietarinen J., Pyhältö K., & Soini T., Large-Scale Curriculum Reform in Finland – Exploring the Interrelation Between Implementation Strategy, the Function of the Reform, and Curriculum Coherence, “The Curriculum Journal” 2017, 28 (1), p. 22–40.
Prestridge S.J., Reflective Blogging as Part of ICT Professional Development to Support Pedagogi- cal Change, “Australian Journal of Teacher Education” 2014, 39 (2), p. 70–86.
Rosenholtz S.J., Teachers’ Workplace: The Social Organization of Schools, Longman, New York 1989. Sahlberg P., Developing Effective Teachers and School Leaders: The Case of Finland, [in:] Teach- ing in the Flat World: Learning from High-Performing Systems, eds. L. Darling-Hammond & R. Rothman, Teachers College Press, New York 2015, p. 30–44.
Sahlberg P., Finnish Lessons. What Can the World Learn from Educational Change in Finland, Columbia University, New York 2015, p. 149.
Schneider R.M., & Plasman K., Science Teacher Learning Progressions: A Review of Science Teachers` Pedagogical Content Knowledge Development, “Review of Educational Research” 2011, 81 (4), p. 530–565.
Sejersted F., Sosialdemokratiets tidsalder. Norge og Sverige i det 20. århundre [The Age of Social Democracy. Norway and Sweden in the 20th Century; in Norwegian], Norway: Pax Forlag A/S, Oslo 2005.
Sejersted J.M., Debatta ret som ikkje var – 2004 [2004 – The Year of the Non-Debate; In Norwegian], [in:] Norsk litterær årbok 2005, eds. J.M. Sejersted, & E. Vassenden, Det Norske Samlaget, 2005, p. 9–19.
Sejersted J.M., Debatt Øret som ikke var – 2004 [2004 – The Year of the Non-Debate; In Norwegian], [in:] Norsk litterær årbok 2005, eds. J.M. Sejersted, & E. Vassenden, (p. 9–19), Det Norske Samlaget, 2005, p. 9–19.
Sergiovanni T.J., Building Community in Schools, Jossey-Bass, San Francisco 1994, p. 154. Silander P., How to Create the School of the Future. Personal Collection of Pasi Silander, Helsinki Department of Education, Helsinki 2017.
Slagstad R., De nasjonale strateger [National Strategy Makers; in Norwegian], Norway: Pax Forlag
A/S, Oslo 1998.
Slagstad R., Skandinavisk senmodernitet [Scandinavian Late Modernity; in Norwegian], “Nytt Norsk Tidsskrift” 2004, 21 (3–4), p. 227–236.
Stoll L., Bolam R., McMahon A., Wallace M., & Thomas S., Professional Learning Communities: A Review of the Literature, “Journal of Educational Change” 2006, 7 (4), p. 1–38.
Suwalska A., High-Trust to Teachers’ Job in Finland in 1970s, “Studia z Teorii Wychowania” 2018, t. IX, nr 3 (24), p. 273–287.
Svendsen B., Inquiries into Teacher Professional Development – What Matters?, “Education” 2020, vol. 140 (3), p. 115.
Svendsen B., Teachers` Experience from a School-Based Collaborative Teacher Professional Development (TPD) Programme: Reported Impact on Professional Development, “Teacher Deve- lopment” 2016, 20 (3), p. 313–328.
The National Core Curriculum for Basic Education 2014, Finnish National Agency for Education, Juvenes Print-Suomen Yliopistopaino Oy, Helsinki 2016, p. 15.
Tirri K., Teacher Education Is the Key to Changing the Identification and Teaching of the Gifed, “Roeper Review”, Jul–Sep 2017, vol. 39, issue 3, p. 210–212.
Tschannen-Moran M., What’s Trust Got to do With it? The Role of Faculty and Principal Trust in Fostering Student Achievement, in annual meeting of the University Council for Educational Administration, Kansas City 2004.
Vangrieken K., Raes E., Kyndt E., Dochy F., Teacher Collaboration: A Systematic Review, “Educa- tional Research Review” 2015, 15, p. 25.
Vescio V., Ross D., & Adams A., A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning, “Teaching and Teacher Education” 2008, 24 (1), p. 80–91.
Wahlstrom K.L., & Louis K.S., How Teachers Experience Principal Leadership: The Roles of Pro- fessional Community, Trust, Efficacy, and Shared Responsibility, “Educational Administration Quarterly” 2008, 44 (4), p. 458–495.
Wenger E., Communities of Practice: Learning, Meaning, And Identity (Learning in Doing: Social, Cognitive and Computational Perspectives), 1st edition, Cambridge University Press, Cambrid- ge 1998.
Williams R., Brien K., Sprague C., & Sullivan G., Professional Learning Communities: Developing a School-Level Readiness Instrument, “Canadian Journal of Educational Administration and Po- licy” 2008, 74 [online], <https://files.eric.ed.gov/fulltext/EJ807003.pdf> [dostęp: 26.11.2020].
License
Copyright (c) 2023 Arleta Suwalska
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.