Abstract
Objectives In this study, we analyzed effective cases of teacher professional learning communities in Gwangju's elementary schools to identify common characteristics and explore activation strategies. Methods This study used a systematic approach to explore the characteristics and enhancement strategies of PLCs in schools. It involved analyzing cases and teacher reflections through open coding, and conducting in-depth interviews with experienced PLC teachers. The findings led to strategies for improving and activating PLCs in the school setting. Results Key traits of school-based PLCs include voluntary participation, teamwork, communication, shared learning, and practical application. To activate PLCs, enhance teacher enthusiasm and awareness, and promote peer sharing. Schools should foster shared values, improve leadership support, and encourage innovation. Conclusions School-based PLCs foster a positive cycle where collaborative research and practice drive teaching changes and boost teacher engagement. For this cycle to thrive, individual teacher efforts must be supported by school-level systems and practical policies from the education office.
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