Abstract
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles. These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement.
Highlights
IntroductionThis study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs)
In our research model, we focused on the following questions: 1. Who are the key actors in knowledge brokerage (KB) in schools that have realized sustainable school improvement with professional learning communities (PLCs)?
For each key actor and staff member, we looked at the conversations they reported to have with colleagues with whom they did not share membership in the PLC
Summary
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement. PLCs are groups of school staff members who meet regularly Those groups discuss theory, practices, and experiences on a specific theme related to their own school, aiming to apply the knowledge that they have created and learned to improve teaching and student learning (Bruns & Bruggink, 2016; Stoll et al, 2006). The work of the PLC by itself focusses on the first part of organizational learning, and KB is necessary to realize the second part
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