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Institutional Change and Professional Learning Communities (PLC): A Case Study on District Policy of PLC with Institutional Change Perspectives

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2020, 10(1), pp.175-192
  • DOI : 10.34226/gcl.2020.10.1.175
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : January 5, 2020
  • Accepted : January 28, 2020
  • Published : March 30, 2020

Baul Chung 1

1서울교육대학교

Accredited

ABSTRACT

This qualitative case study examines the emergence of district PLC policy in S. Korea using a theoretical framework of the institutional entrepreneurship model. Based on the analysis of texts produced by district office and in-depth interviews with district officials, I found that the district PLC policy change involved three sets of critical activities. First, the occupation of status or subject position that have wide legitimacy and deploy diverse resources and means for change. Second, the theorization of new policy through discursive means. Third, institutionalization of new organizational forms, coming up with and applying incentivized credit policy to PLC, which is the instantiation of discursive PLC strategies. This study contributes to the recent research on initiating and implementing PLC policy from the district office and to the scholarship of institutional entrepreneurship by demonstrating the its novel conceptual and strategic utility in the education sector.

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