Collective learning in schools described: building collective learning capacity

Abstract

This decade has shown a growing interest in so-called professional learning communities. A number of studies make clear that these learning communities of teachers and school ma-nagement, focussing on a collective job-related reflection, positively effect the professional functioning of teachers, the development of the school and, as a consequence, the pupils’ outcome (Hord, 1997, 2004; Leithwood, Jantzi & Steinbach, 1998; Bryk, Camburn, & Louis, 1999; Morissey, 2000).