Résumés
Abstract
In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames – leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for system-wide change and collaborative mentorship in public schools. Implications for collaborative mentorship within PLCs are uncovered in relation to the professional learning of teachers and leaders and their community development. We dovetail the literature on learning, learning communities, and mentoring in order to identify such expanded possibilities for school teams that are supported by practical examples of change.
Résumé
Au sein de cette discussion sur les communautés d’apprentissages professionnelles (CAPs) dans les écoles publiques nord-américaines, nous faisons l’examen du phénomène via trois cadres théoriques – le leadership, l’organisation et la culture. Les problématiques reliées à l’apprentissage sont également introduites à travers les mêmes cadres. Suite à notre analyse de la littérature courante sur le sujet, les CAPs semblent un outil prometteur pour faciliter des changements systémiques étendus et des initiatives de mentorats collaboratifs dans les écoles publiques. Les tenants et aboutissants du mentorat collaboratifs sont dévoilés en mettant en évidence leurs liens avec les apprentissages professionnels des enseignants et des leaders en regard du développement de leur communauté. Ce faisant, nous combinons la littérature sur l’apprentissage, les communautés d’apprentissages et le mentorat afin d’identifier de nouvelles possibilités pour les équipes-écoles qui sont appuyées par des expériences pratiques de changement.
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Parties annexes
Remerciements
We thank the reviewers for their helpful reviews of the earlier version of this article.
Notes biographiques
CAROL A. MULLEN is Chair and Professor in the School of Education, University of North Carolina at Greensboro.
DALE H. SCHUNK is Dean and Professor in the School of Education, University of North Carolina at Greensboro.
CAROL A. MULLEN est présidente et professeur à l’École des sciences de l’éducation de l’Université de la Caroline du Nord à Greensboro.
DALE H. SCHUNK est recteur et professeur à l’École des sciences de l’éducation de l’Université de la Caroline du Nord à Greensboro.
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