Professional learning communities in early childhood education: a vehicle for professional growth

Abstract

Research on professional learning communities (PLCs) in early childhood education (ECE) contexts is still relatively rare and little is known about how such communities can be established and embedded. This article reports findings from research into the sustainability of professional learning communities in New Zealand’s early childhood sector and in particular, what factors affected sustainability and how changes in teacher practices were supported. The study found enablers to the establishment and sustenance of PLC in the ECE sector to be: clear membership and effective induction for new members; a shared focus, commitment and research orientation; clarity of roles including leadership roles; opportunities for dialogue and deprivatisation of practice and stimulus of new ideas.