D. H. L. LEE, I. SHAARI
Summarily, a dialectical engagement with system (PLC) and
emergence (CoP) is beneficial to sustainable teacher profes-
sional development. As a further elaboration of the global-local
duality in Wenger’s (1998) theorizations of CoP, Bertram
charts the trajectory of professional communities with the anal-
ogy of “building an airplane in the air” (Bruce, 2009). We ex-
tend upon this proposition that while the sky is the limit when it
comes to scaffolding for innovative practices, building an air-
plane that flies requires innovation to eventually take institu-
tionalized forms. Both community models can be present in
schools concurrently and contingently, depending on individual
school requirements. For instance, if School A is just beginning
to experiment with devolving from traditional schooling meth-
ods, a radical departure into overly exploratory approaches may
create strong teacher resistance. The school may opt for PLC-
style communities predominantly, while making some provi-
sions for CoP-inspired groups to emerge. School B may be
characterized by weak leadership, which necessitates teachers
to play a more proactive role at exploring their own learning
direction within poorly defined professional boundaries. Under
this circumstance, the adoption of CoP predominant communi-
ties, coupled with some initiative for identity-shaping PLCs
may be a prudent option. School C may have enjoyed success-
ful track records of compiling innovative professional practices
from current CoP communities. The school may chart a trajec-
tory of surfacing more PLC-like com-munities, so that loosely-
linked practices can be solidified into translatable practices that
can be scaled system-wide based on consistent core values.
This shift may take place with some groups embarking upon
the PLC trajectory, while others remain committed to explora-
tory endeavors in CoPs. This view of continuous dialectical
engagement can be likened to a (mid)top-down consolidation of
emergent bottom-up phenomena (i.e. professionalization), for
the enablement of sustainable innovation in professional learn-
ing (McDermott & Archibald, 2010).
Conclusion
PLCs consolidate teacher identifications into professional
identities, organizing and connecting teachers as a professional
community. CoPs engage teachers as professional practitioners,
with amorphous community obligations to allow for the emer-
gence of professional innovation. With regard to teacher pro-
fessionalization and professional development, the two share a
symbiotic relationship. The distinctive models converge in the
ultimate goal of enhancing teacher professional standing. Though
not necessarily mutually exclusive, the means to enhancing
teacher professional standing differ, and hence, the end results.
If professional community organization obligates the selection
of one form over another, the end goal may still be partially
achieved, but not at the optimal capacity. Teachers are lesser
professional members if their craft is not constantly reviewed
for rejuvenation. Likewise, teachers are also lesser professional
practitioners if their craft is unguided by a common identity.
The trajectory of teacher professional development lies in
seeding, growth, integration, dissemination, consolidation, in-
stitutionalization, and renewal. When integrated, CoPs and
PLCs offer the sustainable means to this end.
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