Transformational Learning: Professional Learning and Teachers’ Perspectives on Professional Learning Communities

Abstract

Learning that transforms challenging frames of reference to make them more inclusive, reflective, dialogic, and emotionally able to change is the framework for professional learning communities suggested here (Mezirow, 1991). Professional learning is the means for ongoing teacher support in providing a trajectory for teachers towards developing into reflective experienced master teachers that can impact teacher practices and overall student achievement. The following paper will provide an 1) overview, theoretical framework, and research on Professional Learning Communities and 2) provide case study narrative responses' of three teachers on their perspectives and engagement in a four week Professional Learning Communities Institute. The overall findings demonstrate that teachers' critical reflection and strategic purposeful planning are the processes where transformative learning occurs and drives Professional Learning Communities, where all stakeholders involved take responsibility for their own professional learning with collaborative goals aimed at student success.