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
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
