The paradox of the teacher-driven professional learning community in a hierarchical organization: A Chinese school case

Adiya Alimujiang, Qian Wang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Professional learning community (PLC) has drawn global attention in the field of adult learning. This study applies paradox theory to examine how a group of Chinese school teachers transform their teaching practices in a self-organized PLC without school policy support. The researchers applied the biographic-narrative-interpretive method (BNIM) to conduct 19 one-on-one interviews with eight teachers who were members of the PLC. The results showed that teachers who perceived their experiences through a paradoxical lens had a longer commitment to the PLC. The findings also revealed that the headteacher and school principal's informal leadership practices empowered teachers to navigate barriers caused by oppositional forces. The study offers insights into how a teacher-driven PLC can be sustained in a hierarchical organization and suggests a three-step iteration emphasizing the criticalness of learning-by-implementation.
Original languageEnglish
JournalNew Directions for Adult and Continuing Education
DOIs
Publication statusPublished - 10 Jul 2024

Keywords

  • Professional Learning Community
  • Paradox Theory
  • Biographic-narrative-interpretive method

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