Both extracts emphasise the active role which members of PLCs play and highlight the benefits of the activities in which they engage. The idea of PLCs originates from Communities of Practice (CoP) coined
by Lave, J. & Wenger, E.,
1991 where they describe communities of practice as “groups of people who share a concern of a passion for something they do and learn how to do it better as they interact regularly”. Communities of practice exist in organizations, government,
education, associations, the social sector, international development and online communities. In other words, they are everywhere!
According to Vescio, V., Ross, D., Adams,
A., 2008: “Learning communities are grounded in two assumptions. First, it is assumed that knowledge is situated in the day-to-day lived experiences of teachers and best understood through critical reflection with others who share the
same experience Buysse, Sparkman, & Wesley, 2003. Second, it is assumed that actively engaging teachers in PLCs will increase their professional knowledge and enhance student learning”.