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The role of a professional learning community in teacher change: A

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DOI: 10.1080/13540602.2014.928122

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The role of a professional learning

community in teacher change: a
perspective from beliefs and practices
a
Angela Choi Fung Tam
a
Department of Curriculum & Instruction, The Chinese University
of Hong Kong, Hong Kong, Hong Kong
Published online: 31 Jul 2014.

To cite this article: Angela Choi Fung Tam (2014): The role of a professional learning community
in teacher change: a perspective from beliefs and practices, Teachers and Teaching: theory and
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 Teachers and Teaching: theory and practice, 2014
http://dx.doi.org/10.1080/13540602.2014.928122

The role of a professional learning community in teacher change:

a perspective from beliefs and practices
Angela Choi Fung Tam*

Department of Curriculum & Instruction, The Chinese University of Hong Kong, Hong
Kong, Hong Kong
(Received 3 September 2012; accepted 6 September 2013)
Downloaded by [Angela Choi Fung TAM] at 16:37 04 August 2014

This longitudinal study aimed to examine the role of a professional learning

community (PLC) in changing teachers’ beliefs and practices. Teachers of a
Chinese department in a Hong Kong secondary school were interviewed and
observed. The findings indicate that the features of a PLC-facilitating teacher
change are development of a coherent structure, a collaborative culture, and
effective learning activities. These help teachers to overcome initial difficulties
and induce their motivation for transformation. Teacher change in five dimen-
sions (curriculum, teaching, learning, roles of teachers, and learning to teach)
and three patterns (change in practice but not in belief, change in belief but not
in practice, change in practice and belief) were detected. It is argued that
cultivating an effective PLC is significant to teacher development.
Keywords: professional learning community; teacher change; teachers’ beliefs;
practices; teacher development

Introduction
Scholars suggest that successful school reform depends on teacher change
(Grossman, Wineburg, & Woolworth, 2001; Richardson & Placier, 2001) which has
been defined as ‘the provision of activities designed to advance the knowledge,
skills, and understanding of teachers in ways that lead to changes in their thinking
and classroom behaviour’ (Fenstermacher & Berliner, 1983, p. 4). Historically, much
attention has been directly linked with planned professional development programs
(e.g. Guskey, 1986) in which teachers listen passively to ‘experts’ (Clarke &
Hollingsworth, 2002). Nevertheless, there is an alternative perspective on teacher
change that focuses on ‘teachers as learners’ and ‘schools as learning communities’
(Clarke & Hollingsworth, 2002). Professional learning community (PLC) is a
paradigm shift away from traditional teacher development monitored by external
experts to lifelong professional learning in the workplace where teachers share their
expertise within a community (DuFour & Eaker, 1998; Grossman et al., 2001; Stoll,
Bolam, McMahon, Wallace, & Thomas, 2006; Wenger, 1998).
Previous studies about PLCs focus on their characteristics (Kruse, Louis, &
Bryk, 1995), effectiveness in improving teaching and learning (Vescio, Ross, &
Adams, 2008) and the factors leading to successful PLCs (Wong, 2010). Little is
known about how PLCs help to transform teacher change in a long-term goal. As

*Email: angelacftam@cuhk.edu.hk

© 2014 Taylor & Francis

 2 A.C.F. Tam

school reform calls upon teachers to engage in collaborative work characterized by

collegiality, openness, and trust to replace the traditions of privacy, practicality, and
isolation in teaching (Little, 1990), this study is timely to identify the features of a
PLC leading to teacher change and track the changes teachers experienced specifi-
cally in beliefs and practices.

PLC as a context for teacher change

Teacher change is described in terms of learning, development, socialization,
growth, improvement, implementation of something new or different, cognitive and
affective change, and self-study (Richardson & Placier, 2001). Since 1970s, many
studies have confirmed that teacher change involved changes in cognition and
behavior (Clarke & Hollingsworth, 2002; Richardson & Placier, 2001). According
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to Borg (2003), teacher cognition is a broad term which refers to a collection of

beliefs, knowledge, theories, attitudes, images, assumptions, metaphors, conceptions,
and perspectives. Teacher cognition is about teaching, teachers, learning, students,
subject matter, curricula, materials, instructional activities, and self. Calderhead and
Shorrock (1997) have found that change must acknowledge the importance of teach-
ers’ beliefs and should be designed to provide conditions in which teachers can
reflect on, question, and explore their beliefs. If the change is incompatible with
teachers’ beliefs, they will be rejected (Cronin-Jones, 1991; Tam, 2005). This study
focuses teacher cognition on teachers’ beliefs because they are powerful cognitive
filters through which curriculum reforms and decisions of teaching practices are per-
ceived, implemented, and altered (Clark & Peterson, 1986; Fullan, 2007; Pajares,
1992; Richardson, 1996). Teachers’ beliefs have been found to be more effective on
their teaching practices than other factors such as policy and resources (Cronin-
Jones, 1991; Tam, 2012). Fullan (2007) suggests that beliefs are the more difficult
to change compared with changes of instructional materials and teaching strategies.
Teacher belief is a particularly provocative form of personal knowledge that is
generally defined as pre- or in-service teachers’ implicit assumptions about students,
learning, classrooms, and the subject matter to be taught (Kagan, 1992). They are
not learned consciously, but develop naturally over time through their experiences
(Tam, 2010a). Teacher behavior, however, in this study is defined as the actions
undertaken by teachers to improve student learning. For example, teachers adopt dif-
ferent pedagogies, select relevant teaching materials, arrange suitable learning activi-
ties to guide student learning and so on (Calderhead, 1996). Teachers’ beliefs are
implicit while behaviors are observable (Clark & Peterson, 1986).
The teacher change literature has indicated that the beliefs and practices of teachers
are important indicators that reflect teacher change in the process of teacher develop-
ment (e.g. Guskey, 1986; Richardson & Placier, 2001; Turner, Warzon, & Christensen,
2011). Changes of beliefs and practices identified in previous studies include the nat-
ure of the subject matter (Akerson, Cullen, & Hanson, 2009), teaching (Lee, 2004),
learning (Hollins, McIntyre, DeBose, Hollins, & Towner, 2004), motivation and
instruction (Turner et al., 2011), and the image of teachers (Andrews & Lewis, 2002).
Studies acknowledge the difficulty of change – both in teachers’ beliefs and
practices (Pajares, 1992; Richardson, 1996). Teachers resist change because they
lack motivation (Hunzicker, 2004), fall short of knowledge and expertise to modify
existing curricular materials (Beck, Czerniak, & Lumpe, 2000), avoid risk-taking
which is contradictory to their current practices (McLaughlin & Talbert, 2001; Little,
 Teachers and Teaching: theory and practice 3

2003), and shun conflict in teacher community (Grossman et al., 2001; Little, 2003).
Nevertheless, collaboration and support for professional growth from peers and
administrators (McLaughlin & Talbert, 2006), and the leadership of department chair
(Tam, 2010b; Wong, 2010) are pivot factors that impact teacher change. Moreover,
teachers are more likely to continue enacting new practices when students make
improvement (Guskey, 2002).
Research of professional development indicates that PLCs help to move from
individual professionalism to collective professionalism, and facilitate practitioners
to work interdependently rather than independently (Harris & Jones, 2010). The pro-
fessional collaboration, collegiality, and expanded professional roles improve collec-
tive teacher efficacy (Kaasila & Lauriala, 2010; Tam, 2011) and help colleagues to
explore new curriculum and ways of teaching (Hindin, Morocco, Matt, & Aguilar,
2007).
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There are five characteristics of PLCs proposed by Kruse et al. (1995). They are
further explained by Louis and Marks (1998) as follows:

(1) Reflective dialog refers to the extent to which teachers engage in profes-
sional dialog about specific educational issues.
(2) Deprivatization of practice or feedback on instruction means that teachers
observe one another’s classes with the aim of giving and receiving feedback.
(3) Collaborative activity represents a temporal measure of the extent to which
teachers engage in cooperative practices.
(4) Shared sense of purpose refers to the degree to which the teachers agree with
the school’s mission and its operational principles.
(5) A collective focus on student learning indicates the mutual commitment of
teachers to student success.

Although the five variables are presented in a parallel manner, they can be allo-
cated into two categories: one is the shared goal (4 and 5) and the other is learning
activities (1–3). Studies have documented that these collaborative learning activities
lead to teacher change (Boyle, While, & Boyle, 2004; Hoekstra, Brekelmans,
Beijaard, & Korthagen, 2009; Meirink, Meijer, Verloop, & Bergen, 2009; Turner
et al., 2011). This PLC constitutes a powerful learning environment for teachers to
change their beliefs about teaching and learning towards the direction of school
reform (Philips, 2003). The literature review examined by Vescio et al. (2008) has
reported changes of teaching practice of teachers in their classrooms which became
more student-centered over time. Nevertheless, little research focus on teacher
change in both practices and beliefs in PLCs.
Lam (2005) suggests that under restructuring of an organization, teachers have
greater curriculum control, higher motivation, and more collective learning opportu-
nities that elevate greater teacher learning. The restructured organization also
provides orientation to learning, common goals, control, administrative support, time
and space that increase commitment, collaboration, and empowerment (Opfer,
Pedder, & Lavicza, 2011). Fullan (2007) suggests PLC development is a process of
creating a new structure in an organization; nevertheless, the degree to which a PLC
become an effective support structure for teacher change in professional learning is
not entirely clear (Maloney & Konza, 2011).
Studies also highlight that a PLC has an impact on teaching culture which leads
to increased involvement, ownership, innovation, and leadership among teachers
 4 A.C.F. Tam

(Englert & Tarrant, 1995; Grossman et al., 2001; Phillips, 2003; Strahan, 2003). But
little is known about how the teaching culture is nurtured by PLCs which in turn
transform existing teachers’ beliefs and practices.
The above literature review shows that there are research gaps linking PLCs to
teacher change in beliefs and practices. It is timely to examine these somewhat
neglected areas. The research questions of the present study are:

(1) What are the features of a PLC that facilitate teacher change in beliefs and
practices?
(2) What are the changes experienced by teachers in beliefs and practices?

The school context

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Blossom School (pseudonym) has been a progressive school since the new principal
assumed his duty in 2006. Owing to the general decline of the birth rate in Hong
Kong, the student intake has been decreasing. In light of the risk of school closure,
vigorous reform has been undertaken in Blossom School to attract student enroll-
ment. The principal was the catalyst in creating PLCs in departments with the belief
that deliberate teacher change would produce better learning for teachers and
students.
The Chinese Language curriculum in Hong Kong had been delivered top-down to
schools. The old curriculum implemented in 1990s has been criticized for having a
number of deficiencies. One of them is overemphasis on the study of prescribed texts
(especially in classic Chinese), with major attention given to the narration of the con-
tent and background information of the texts (Chan, 2003; Ho & Au, 1995). Owing to
the backwash effect of public examinations which required strict adherence to pre-
scribed texts, the overwhelming teaching of Chinese teachers had been teacher-centered
and textbook-driven (Chan, 2003). Teachers were often working in isolation. This kind
of individualism and conservatism of teachers is unlikely to foster collaboration with
colleagues. Thus, there is a call for school-based curriculum development (SBCD)
(Hong Kong Curriculum Development Council, 2000). Teachers are encouraged to
work closely in a community to make decisions on curriculum development goals and
instructional planning (Hong Kong Curriculum Development Council, 2000).
The Chinese Department was selected as the unit of analysis since it undertook a
significant restructuring initiated by the department heads with the aim to promote
teacher collaboration. They brought in some insights to foster the development of
PLC as they had wide connections with the government bodies. They also engaged
in a long-term strategy of nurturing collaborative PLC among teachers, breaking
their conservatism and isolation. It was hoped that the PLC could impact teacher
change regarding their beliefs and practices in curriculum change.
The PLC was developed in mid-2007. Initially, the department and vice depart-
ment heads, and some supporters formed the cadre of curriculum committee and
decision-makers in the PLC. Subsequently, mentorship and internship were intro-
duced to help teachers realize the need for change, and this encouraged them to
develop means for using their capabilities to develop school-based curriculum. Ad
hoc committees were also developed as flexible managing structures enabled all
teachers in the department to plan and implement innovations mutually with shared
objectives, trust, and respect. Pre-lesson discussions, open lessons, classroom obser-
vations, and action research were common practices in the PLC.
 Teachers and Teaching: theory and practice 5

Participants
There were 12 teachers in the Chinese Department comprising one department head,
one vice department head, and 10 teachers. Among them, two were males and ten
were females. Five were experienced teachers with teaching years ranging from 12
to 30, including the department and vice department heads. The rest of them had
less than 10-year teaching experience. All had Diploma in Education and their major
was Chinese Language; only two had Master of Arts degrees. They all consented to
be participants in this study.

Method
Richardson (2003) argues that changes do not happen within a short period, a longi-
tudinal qualitative approach was adopted for an in-depth study to capture teacher
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change in a holistic manner.

Data collection
Semi-structured interviews and observations were employed to collect data, supple-
mented by document analysis such as minutes of meetings and school-based instruc-
tional materials. The researcher assumed an interviewer and observer role by
conducting all interviews and attending the meetings, discussions, and learning
activities.
Semi-structured interview protocols were designed based on the literature about
PLCs and teacher change in beliefs and practices. Three semi-structured interviews
(see Appendix 1) were conducted by the researcher from 2007 to 2011. The first
interview (2007 spring) recorded the initial beliefs and practices of each teacher
regarding six areas of beliefs and practices; the second Interview (2009 spring)
explored the experiences of teachers engaged in learning activities and the factors
about PLC that facilitated teacher change; the third interview (2011 spring) docu-
mented the reported changes of each teacher inextricably related to their beliefs and
practices and the additional factors that facilitated teacher change. Each teacher was
interviewed for one and a half hours each. All interviews were audio-recorded.
Transcriptions were sent back to the interviewees for checking.
Observation guidelines (see Appendix 2) were developed to explore the types of
learning activities and the practices of teachers in the change process. The researcher
observed group meetings, pre-lesson planning sessions, action research, and class-
room observations. In the initial stage (2007 spring), observations recorded the ini-
tial practices of teachers. In the middle stage (2009 spring), observations explored
the learning activities and new teacher practices. Observations documented ongoing
change in their practices in the final stage (2011 spring). Recorded field notes were
coded and combined with the data of interviews for analysis.

Data analysis
Qualitative analysis and constant comparison (Glaser, 1992) were used to analyze
the data. Verbal data from the interviews were used to examine teachers’ beliefs and
identify features of the PLC-facilitating teacher change, whereas reported practices
and observations were used to examine teachers’ practices in reality. The first round
of data analysis examined each participant who was treated as a single case. Coding
 6 A.C.F. Tam

and sorting of the data of each participant in each interview was undertaken (Strauss
& Corbin, 1990). Consistent and inconsistent data were examined and analyzed
carefully. The categories employed to identify the features of PLC that facilitated
teacher change were (1) structural transformation (time, management structure,
empowerment of teachers, and resources), (2) cultural change (the ways of teaching
and interpersonal relationship), and (3) collegial activities. The categories utilized to
classify teachers’ beliefs were (1) centralized and school-based curriculum, (2) trans-
mission and heuristic teaching, (3) static and constructivist learning, (4) being a tea-
cher of diverse roles, and (5) being a learner in the workplace. The categories of
practices were divided into (1) doing alone, (2) observing others, (3) discussion and
dialog, (4) brainstorming, and (5) experimentation. Three combination patterns of
change emerged: change in practices but not in beliefs, change in beliefs but not in
practices, and change in beliefs and practices. A second round of analysis was a
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cross-case analysis, comparing and contrasting all the cases, and it identified com-
mon or different patterns. Common patterns and themes from each data-set of the
teachers were combined into a matrix. The same analytical procedures were applied
to the observation data. Constant comparison was used to consolidate and verify the
different coding (Strauss & Corbin, 1990).

Findings
The department heads and her supporters initiated a bottom-up change of school-
based curriculum. This idea was developed when they joined workshops and semi-
nars arranged by the Education Bureau. The department heads believed that it would
provide opportunities for teacher renewal. The development of school-based initia-
tives created conflicts and tensions. There were contrasting views held by teachers
towards curriculum change. The researcher observed (20 January 2007) a debate in
a meeting:
DH: We can make our own decisions on school-level curriculum which enable us to
tailor-made it for the needs and interests of our students.
T7: I’ve great concerns about the quality of SBCD. We lack the expertise, knowledge
and the ability to do that.
T3: If we devote time and effort on it, it may affect our classroom teaching.
VDH: But our old practices of teaching and learning were confined to drilling and
memorization. They were unlikely to develop the critical thinking of students.
T10: I don’t think so. The process of memorization involves understanding but not
merely rote learning.
In the debate, the experienced teachers tended to show more resistance and less
receptivity than their young counterparts towards curriculum change.

Creation of new structure

The introduction of PLC, however, helped to overcome initial constraints and facili-
tate teacher change by creation of new structure. Appropriate structural arrangements
favor mutual learning through interactions among individuals with whom one works.
This organizational structure becomes a primary agent directly mediating teacher
professional growth.
 Teachers and Teaching: theory and practice 7

To relieve teachers’ anxiety, the department head invited an expert from the
Education Bureau to serve as a consultant who greatly enriched teachers’ knowledge
and skills in curriculum design. The expert met the teachers regularly once a week.
He gave his advice and shared his experiences with the teachers about the SBCD of
other schools.
Mentoring and peer coaching were also introduced to strengthen teachers’ pro-
fessionalism, which are beneficial for both the mentor and mentee. These practices
rested upon a collaborative culture that was characterized by openness and trust,
supported teacher change, and increased the efficacy of teachers in designing and
implementing new initiatives. Reflection was generated and the new knowledge
being created was made public.
Moreover, teachers’ teaching workload was reduced from four to three classes to
create time for teachers to discuss the planning of SBCD and teaching strategies.
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The rearrangement of timetable increased teachers’ interaction in the following

ways:
I think the physical time such as pre-lesson planning sessions … at least we can sit
down to share our views, hear from each other and examine our problems in teaching.
(T8-2009/02/18)
The establishment of an ad hoc committee as the flexible managing structure also
enabled teachers to plan, implement, and evaluate some innovative ideas mutually.
The committee group also nurtured curricular and instructional leadership. As a
result, teachers’ control and ownership about curricular and pedagogical issues
increased.
The empowerment of teachers within the committee and the collective capacity
of human resources also facilitated teacher change:
We are empowered through decentralization and institutionalized democracy. We have
autonomy to develop our professionalism and create tailor-made curricula for students’
diverse needs. (T2-2011/01/17)

Building of collaborative culture

The development of PLCs is not easy because teacher culture is hard to change
(Hargreaves, 1992). The Chinese teachers used to develop their own way of practice
behind the door of a classroom and work in isolation, which Lortie (1975) refers to
as individualism and individuality. These occupational norms of privacy and isola-
tion impeded joint work among teachers.
The initial receptivity of SBCD was low. The distinguishing leadership of the
department heads was found to be essential to improving collegial collaboration. For
example, they initiated the open discussion about various reform-oriented projects
and options for redesign of the Chinese curriculum which gradually increased the
tendency for teacher change:
The culture of our department is more open and flexible than before. It increases our
collective responsibility. It’s critical to live up to agreements made and the motive for
our improvement. (T5-2011/01/19)
The department heads’ role also facilitated the empowerment of teachers to make
decisions regarding their learning communities and aspects of curricular and instruc-
tional development. These led to increased involvement, ownership, innovation, and
 8 A.C.F. Tam

authority among teachers (Strahan, 2003; Tam, 2010b; Wong, 2010). Teachers were
convinced of the necessity of the change and internalized collective vision for
ongoing professional development.
When teachers were provided with the opportunity to share their ideas, knowl-
edge, and skills needs at the beginning of PLC, they came up with Valuable ideas,
resulting in the construction of knowledge for practice they desired. Subsequently, a
number of teachers had developed constructive relationships and trust through
annual retreat, lunch meetings, and festive gatherings. The open culture increased
opportunities for teachers’ interaction:
(Our PLC) provides chance for us to discuss and reach consensus on the shared goal to
improve student learning … foster language proficiency, cultivate positive attitudes and
independent thinking. (VDH-2011/02/28)
Moreover, sense of belonging and membership in the PLC was a common notion
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that teachers always mentioned. This social support increased the commitment of
teachers. They underwent cognitive development when they exchanged their ideas
and practices frequently:
We can build a pool of teaching strategies, for example, discovery learning, stimulation
games and peer evaluation in lessons. (T10-2011/03/14)
Lastly, the cultural change also provides emotional support to teachers, which in turn
strengthens the unity of the community members. For example,
Words of appreciation and encouragement for others’ good work and useful innovation
are wonderful feelings! (T9-2011/03/12)

Interactive learning activities

The learning activities initiated in the PLC served as mediation for collaboration.
Dialogs, action research, reflections, and classroom observations were the collabora-
tive activities that teachers frequently engaged. The dialog served different func-
tions: inducing brainstorming, questioning ineffective teaching, and providing
alternative ways of thinking and learning. The following extract is the new practice
of teachers after deliberate dialogs:
The old prescribed texts in each grade were not organized in terms of literary styles or
themes. Therefore similar texts in theme or genres are organized in a module in our
new curriculum. (T6-2009/12/17)
Some teachers who speculated that the academic achievement of students in the pub-
lic examinations would decline if they devoted time and effort in curriculum design.
However, the more they engaged in dialogs, the more likely they changed their ini-
tial belief.
Through conversations with trusted colleagues, each teacher was able to visual-
ize a better practice. Goals may be communicated and reinforced through teachers’
interactions. The feedback teachers receive may provide additional information
about the likely consequences of different teaching practices.
The action research and reflection generated from dialog was helpful to teacher
learning. The following extracts give an account of how action research and reflec-
tion were implemented:
 Teachers and Teaching: theory and practice 9

Follow the mutual pre-lesson planning session, we introduce an open lesson. We com-
promise the teaching and learning activities. One of the teachers serves as a demonstra-
tor in the lesson while the rest play the role of observers and critical friends. Deep
reflection about the effectiveness of teaching strategies and learning activities are also
incorporated. (T8-2011/02/21)
The learning activities were designed to be highly interactive and reflective.
Teachers were encouraged to try out their new knowledge and strategies before
they returned to their classrooms.
Classroom observations were regularly conducted to keep teachers updated about
the teaching effectiveness of new methods. Some of the teachers were uncomfort-
able to this practice initially because they were afraid of being criticized. To avoid
the impression of being evaluative and relieve teachers’ anxiety, the ad hoc commit-
tee shared the responsibilities with teachers ‘the success and failure of the open
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lesson.’ They came to compromise an experimental lesson with their shared ideas.
Moreover, the competent teachers who demonstrated good practices in teaching
and influenced student learning effectively form the cadre members to demonstrate
their teaching to others. Many teachers favored this practice because they could
learn a variety of good practices from others.
The learning activities developed in the Chinese department fell into the category
of learning with the interaction of colleagues such as brainstorming dialogs, peer
observations, proactive experimentation, and reflective inquiry. These common expe-
riences provide a foundation on which to build community. As the group moved
toward community, it also became aware of its responsibility to the larger group;
having had the luxury of time, it felt a heightened sense of responsibility. Teachers
expressed a felt responsibility to student success, an orientation toward instructional
innovation, and a commitment to close and supportive collaboration with
colleagues.

Change in beliefs and practices

Change is a gradual, ongoing, and complex process which implies the interplay
between the individual and the context (Richardson, 1996). New beliefs and prac-
tices of teaching and learning are enacted with the creativity of all teachers put
together. Five areas of teacher change are detected: curriculum, teaching, student
learning, roles of teacher, and learning to teach. Summaries of common teachers’
beliefs and practices before and after the change are presented in Table 1.

Reform and school-based curriculum

Teachers used to follow textbooks. They believed that they were required to ‘adhere
to the centralized curriculum because it was designed by a group of experts who are
knowledgeable in curriculum planning.’
The department heads and her supporters initiated a bottom-up change of school-
based curriculum. The department heads believed that it would provide opportunities
for teacher renewal. However, a perceived pressure to design SBCD emerged.
The department heads, did not give up the idea of SBCD although its receptivity
was low. They formed an ad hoc committee with two supporters to make decisions
on curriculum planning and developed new instructional materials starting from
junior grades. The cadre members played the role of curriculum leadership and
 10 A.C.F. Tam

Table 1. Common beliefs and practices of teachers before and after change.
Before After
Belief Practice Belief Practice Remarks
Curriculum (1) Implement (A) Follow (6) Able to (F) Plan and Most teachers
central textbooks develop school- organize changed B and
curriculum in based curriculum curricular P, three
fidelity and changed P only
instructional
materials
Teaching (2) Transmit (B)Talk- (7) Transmission (G) Adopt All teachers
knowledge and-chalk and heuristics both perceived that
approaches are transmission they had
complementary and shifted to new
interactive Bs and Ps of
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teaching teaching and

Learning (3) Knowledge (C) Students (8) Static and (H) Students learning.
is delivered by listen to constructivist acquire basic However, in
teachers and teachers, jot learning are knowledge reality, some
textbooks down notes, complementary and did not change
dictation construct P, but they
and finish their own were not aware
assignment knowledge
Roles of (4) Director, (D) Guide (9) Curriculum (I) SBCD Most teachers
teachers disciplinarian student planner, and make changed their
and manager learning and implementer, reflections roles in B and
keep them action on teaching P. Three
in control researcher, refused to be
reflective curriculum
practitioner planners but
changed their P
Learning (5) Formal (E) Work in (10) Learning (J) Collegial All teachers
to teach teacher isolation from formal work and shifted their B
education and education, experiments and P about
teaching experience and with learning to
experience colleagues colleagues teach
Notes: (1)–(10) represent beliefs.
(A)–(J) represent practices.
B stands for belief.
P stands for practice.

mentors to guide teachers who were more able to accept innovation and invited
them to join. The enactment of a curriculum was made possible when most of the
teachers had a new conceptualization of the implicit meaning of a curriculum. The
tailor-made school-based instructional materials (10 copies of modular books with
the themes of biographies of famous people, reading for fun, life is a drama, travel
journals, awe-inspiring righteousness, fight a battle with words) also provided docu-
mentary evidence that the PLC’s impact increased ownership and innovation among
teachers. It demonstrates that the joint efforts of teachers put into the PLC make the
realization of curriculum change possible (Giles & Hargreaves, 2006; Phillips,
2003).
Literature on change has indicated that both individual and organizational vari-
ables are significant factors affecting teacher change (Richardson & Placier, 2001).
 Teachers and Teaching: theory and practice 11

Initially, there was a negative climate about curriculum reform. The individual
variable appeared to play an important role in governing teachers’ thoughts and
practices. However, after ongoing interaction, some teachers who were reluctant to
change initially became receptive, shedding their conservatism for a new-found col-
legiality. The PLC, therefore, served as an organizational factor to disrupt a culture
of isolation and produce mostly a positive culture of collaboration.
Although the development of PLC facilitated change, three rigid members, who
were classified as experienced teachers at the end of this study still believed that:
The curriculum experts in Education Bureau are more professional than teachers. It’s quite
exhaustive to prepare all materials because our resources are limited. (T10-2009/02/13)
While their counterparts changed both belief and practice about curriculum and took
up the responsibility of curricular decision-making and planner, these three teachers
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were more willing to implement the curriculum developed by other colleagues but
refused to play proactive role in planning curriculum. This demonstrates that in cur-
riculum change, it is easier to transform the teaching materials and instruction of
teachers in curriculum change, but hard to change their beliefs (Fullan, 2007).
The case of the three rigid teachers who were also experienced teachers
highlight that transforming beliefs and practices of teachers about curriculum
development is an ongoing journey, but not a destination. They needed longer
timetable to undergo the transformation process than the novice teachers. While
policy-makers encourage teachers to form social support groups to implement
innovations, they do not give enough attention to teacher resistance to depriv-
atizing the classroom (Fullan, 2007).

Hybrid teaching
Teachers do not necessarily share common pedagogical philosophies. Two broad ori-
entations of teaching beliefs were identified namely transmission and heuristics. In
the first interview, four teachers endorsed both heuristics and transmission beliefs of
teaching while the rest tended to hold traditional transmission belief. Most of the
transmission-oriented teachers believed that:
Student learning is maximized by transmission of knowledge directly to students. It’s
more effective and time-saving. (T5-2007/02/12)
In line with this belief, the researcher observed that the common practice of teachers
was to explain the prescribed texts and the background of the writers in great length.
They kept students practicing and memorizing. Few group activities were arranged
because ‘we’re afraid of losing classroom control.’
The development of PLC provided knowledge and expertise that teachers carried
into pedagogical reforms. One of the veteran teachers shared her open mind after she
found that the heuristics approach was more effective than the transmission practice:
I used to think that group activities would induce disciplinary problems … Later, I
found that it was a misconception. When students are engaged in well-designed and
guided group work, they have high motivation to learn. (T7-2011/02/28)
They developed belief systems that challenged traditional views of teaching. There
was an increase in teaching efficacy as well. For example, in an observed reading les-
son (9 January 2009), the teacher could make greater use of texts to develop critical
 12 A.C.F. Tam

thinking and encourage free expression and creativity in line with the reader-oriented
approach. A teacher recalled that ‘keep students challenge each other through hot
debates in groups and brainstorming possible reasons can stimulate their thinking.’
Eventually, all teachers shifted their belief and practice in teaching to heuristic
approach.
Although all teachers articulated that they had shifted to heuristic teaching
beliefs and practice in the third interview, the researcher noticed that the practices of
three teachers remained transmission-oriented. In other words, there are more
changes in cognition than changes in behavior which concurs with the finding of
Meirink, Meijer, and Verloop (2007). For example, in an observed lesson on 18
January 2011, the teacher said: ‘form a group of four to translate an article written
in ancient Chinese.’ The teacher seemed to introduce cooperative learning and
induced the interactive learning. However, the questions raised by teachers retained
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to a low level of giving information about the prescribed texts. Instead of letting the
individuals to work their own solutions independently, she asked the group to work
together interdependently. Her students did not have chance to develop their high-
order thinking by discussion or attempting problem-solving tasks. This finding is
consistent with the case of Mrs Oublier (Cohen, 1990) that the teacher arranged new
organization in class but conducted old discourse in teaching. But the teachers were
not aware of their practices that still fell into the category of didactic approach. This
result demonstrates that the translation of beliefs into practices may not be possible
unless the teachers have a thorough understanding of what heuristic approach looks
like in nature but not in format.
Another theme that emerged about teaching belief and practice is teaching in iso-
lation or collaboration. Observations in meetings, open communication, and free
exchange of ideas were common in the second year. For example, teachers of each
grade form groups to discuss and make arrangements on pre-lesson planning,
classroom observations, and post-lesson conference together to improve classroom
practices.

Static and constructivist learning

Learning is a long-term, complex developmental process that operates through par-
ticipation in social practices and contexts (Freeman & Johnson, 1998, p. 402).
Learning perceived by most of the teachers were drilling and rote learning initially.
Classroom observations evidenced that reading aloud prescribed texts, reciting
poetry written in ancient Chinese, dictations, doing exercises, and tests were
common practices shared by teachers. They believed that this practice was the
down-to-earth method to ensure student learning.
Increased interaction with colleagues over time helped to shape teachers’ new
understanding in relation to student learning from static learning to constructivist
learning.
Learning can be very dynamic, interactive and interesting. It all depends on our mind-
set! (T6-2011/01/07)
There was a shift from practice with emphasis on traditional learning and eliciting
students’ extrinsic interest, into student-centered approaches and students’ intrinsic
motivation. Here is an observation (9 March 2009):
 Teachers and Teaching: theory and practice 13

T: You’re required to play the role of reporters and write essays on Sports Day.
S1: Can we use cameras and digital voice recorders to collect data?
T: Yes, of course. Before writing your essays, everyone should present your idea orally
to your classmates. The rest of you can give feedback to your classmates to help them
improve their work.
S2: Can we present our idea and photos in Powerpoint?
T: Good idea! Go ahead.
As students were provided ample opportunities for purposeful, integrative, and crea-
tive use of language, intellectual and social developments could be accomplished.
As a result, the teachers reported that the new belief-constructivist learning was
formulated. The details are:
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Both independent and interdependent learning are essential to student learning. Practice
like dictation, recitation of classic poetry is helpful to consolidate their basic under-
standing. When they have mastered the basic knowledge, they can construct new
knowledge by interacting with other peers in group discussion. (T4-20011/02/16)
Teachers engaged in ‘practical inquiry’ in learning process (Richardson, 1998), they
continued to develop belief systems that challenged traditional views of learning. At
the end of this study, all teachers’ beliefs and practices about learning had shifted
from teacher-centered to student-oriented.

Diverse roles of teachers

Teachers used to think that their responsibility was to implement the centralized
curriculum and conduct teaching. Initial classroom observations showed that their
roles were to prepare their lessons, follow textbooks, maintain classroom order, and
prepare students to sit for examinations.
In the change process, they experienced transformation in their beliefs about
their roles. One of them is about curriculum:
Curriculum development serves as a catalyst to shape our role to be curriculum plan-
ners. (T8-2011/02/18)
They engaged in curriculum planning and also performed the role of mentor to their
colleagues. Concurring with this role, teachers’ actual practices in relation to curric-
ular issue changed:
We are skilful in constructing the curriculum framework, selecting texts, and organiz-
ing them in a systematic sequence according to different themes such as (Chinese)
heroes and heroines, tales and legends, filial piety … (T4-2011/01/31)
Not all teachers shared the positive belief towards SBCD. Three teachers still
believed that curriculum development was the job of curriculum expert. Therefore,
they refused to play the role of curriculum planner.
In general, teachers were more willing to experiment in teaching than in curricu-
lum. They played the new roles of action researchers and reflective practitioners.
Two interview excerpts give evidence:
We always refer to studies before the design and implementation of the action research.
We collect feedback so that we can strike a balance between the views of teachers and
students. (T9-2011/2/18)
 14 A.C.F. Tam

After each lesson, we undertake mutual reflection. The more we learn to reflect, the
more we can generate desirable outcomes. (T1-2011/01/31)
Although belief is difficult to change, the empirical evidence demonstrates teachers’
deeply rooted prior beliefs can be altered by an effective PLC across time. Multidi-
mensional roles of teachers and collegial learning to teach were accomplished.

Learning to teach in the workplace

The Chinese teachers were more likely to learn knowledge of teaching from teacher
education or by their personal experiences before. A teacher said that:
I used to think that teacher education programmes could guide novice teachers how to
teach. However, what I learnt was espoused theory that might not be sufficient to cope
with the complexities of teaching … I subsequently learnt from my experiences in
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classroom practice. I won’t get any inspiration when the same experiences repeated
year after year. (T2-2009/02/27)
The separation of theory from practice within the teacher education was perceived
as a reason causing traditional practice in classrooms when pre-service teachers
experienced full-time teaching. Moreover, the teaching culture of isolation also
reinforced the didactic teaching approach.
Learning to teach is about new pedagogical innovations or new ways to integrate
technology into existing practice. The more teachers interacted under the new struc-
ture and culture, the more they changed in beliefs about learning to teach as they
‘believe that much creativity has come from synergy. The more we participate in
collaborative activities, the more we learn from others which in turn maximize our
productivity and potentials to the fullest.’
In practice, they worked in collaboration in replacement of privatization. Class-
room observations were regularly conducted to facilitate learning among teachers so
as to keep them updated about teaching effectiveness in relation to new methods
such as cooperative learning and peer assessment.
Finally, teachers viewed themselves as lifelong learners, equipped with continu-
ally evolving ideas and understandings that challenged the status quo. They were
active participants in a gradual evolution of a PLC championing innovation and
reform.
It is argued that teachers’ beliefs in the teaching force are closely related to the
ways teachers work with their colleagues, in their characteristic patterns of associa-
tion (Hargreaves, 1992; McLaughlin & Talbert, 2001), and in the pursuit of teach-
ers’ collegial norms of interaction (Little, 1990). Through collegial dialogs,
communal reflection, and questioning of the old practices, it was able to come up
with new ideas. The teachers readily disclosed their uncertainties and invited com-
ment and advice from others. They demonstrably reserved time to identify and
examined problems of practice. They elaborated those problems in ways that open
up new considerations and possibilities. In these ways, the community displayed dis-
positions, norms, and habits conducive to teacher learning and the improvement of
teaching practice.
In summary, the PLC developed in Blossom School entailed restructuring, build-
ing of collaborative culture, and fostering learning activities which supports teacher
change in five dimensions which are illustrated in Figure 1.
 Teachers and Teaching: theory and practice 15

PLC Teacher Change

Creation of a Building of Beliefs Practices

new structure collaborative culture 1. Curriculum,
Managing structure, Intellectual, Social & 2. Teaching,
Time & Resource Emotional support 3. Learning,
Learning activities 4. Roles of Teacher,
Reflection, Observation, Action 5. Learning to teach
Research &Dialogue (ROAD)

Figure 1. The attributes of a PLC support teacher change.

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Discussion
The PLC developed in Blossom School demonstrates three distinctive features of
PLC which are major facilitators supporting collective teacher change. The empirical
evidence demonstrates that teachers’ deeply rooted prior beliefs and practices can be
altered if a PLC is present to foster teachers’ collaboration.
In many schools and departments, teacher improvement is difficult without a pro-
found intervention. This successful PLC facilitates the willingness of its members to
assume responsibility for colleagues’ growth (Grossman et al., 2001). The new
structure provided common planning time, ad hoc committee, and mentorship for
collaboration. Consequently, teachers engaged in intellectual and social develop-
ments, as well as new forms of interacting interpersonally (Grossman et al., 2001).
Rowan (1995) suggests that
it is not structural change per se that creates successful schools. Instead, structural
changes succeed in improving school performance only if they are consistent with, and
support changes in, work practices, and only if they are undertaken by a committed
work force of teachers. (p. 15)
The Chinese teachers come to recognize the interrelationship of teachers and student
learning and are able to use their own learning as a resource to delve more deeply
into issues of student learning, curriculum, and teaching. The success of the PLC
structure serves as an agent to create a foundation for collaboration, working primar-
ily in a facilitative fashion.
Although teacher culture is hard to change (DuFour, DuFour, Eaker, & Many,
2006; Fullan, 2007; Hargreaves, 1992), the ongoing change of departmental culture
was mediated by the PLC, transforming from closed, isolated, and conservative to
open, interdependent, and collaborative approaches. The PLC transforms longstanding
workplace traditions of privacy and non-interference by bounding teachers together to
discuss matters of teaching and learning, experiment new ideas, and implement new
innovations. SBCD is encouraged at school level in Hong Kong to make a transition
from the traditional classrooms to the reformed classrooms. When teachers strive to
develop collaborative work cultures in their communities, the gradual change in the
culture of a community makes teachers become more willing to talk about change
because members are out there trying different things to improve student outcomes
(Andrews & Lewis, 2002). They established individual and organizational commitment
to a common mission and goals centered on ensuring student learning. As ‘learning is
 16 A.C.F. Tam

an integral part of generative social practice in the lived-in world’ (Lave & Wenger,
1991, p. 35), these findings also affirm that a PLC can provide social interactions,
emotional support, and cognitive development for its members.
The PLC developed in Blossom School entails a hybrid of structural and cultural
change by inducing teachers’ motivation (Hunzicker, 2004), enhancing their
knowledge and expertise (Beck et al., 2000), challenging their existing practice
(McLaughlin & Talbert, 2001), and relieving members’ tension (Grossman et al.,
2001). Previous studies focused only on examining either the restructuring (Lam,
2005) or collaborative culture (Strahan, 2003) of PLCs. However, neither of them
alone is sufficient to reveal the complexity of reality and sustain the effectiveness of
a community.
This study confirms with previous studies (Hoekstra et al., 2009; Meirink et al.,
2009) that the collaborative learning activities such as reflection, observation, action
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research, and dialog provide a powerful learning environment which in turn leads to
teacher change. It is suggested that these activities are more effective than an inter-
vention program to build a shared vision of the community and realize the aspiration
of enhancing student learning.
Forming a PLC requires teachers to engage in new ways of thinking and reason-
ing collectively as well as new forms of interacting interpersonally. Teachers experi-
enced their dramatic change in belief and practice about collaboration and increased
the collective capacity of groups. Further, the collaboration among teachers supports
teachers’ efforts to build trust and confidence. This study affirms that the signifi-
cance of PLC as a variable influencing school organization demands attention to the
development of school–workplace relationships that promote openness, reflection,
and collaboration focused on student learning (Kruse et al., 1995).
This study finds that teacher development involves both change and growth
(Head & Taylor, 1997). Curriculum as belief system is grounded in research in tea-
cher thinking (Clark & Peterson, 1986; Jackson, 1968). What teachers assume about
curriculum can really make a difference in both learning and teaching. Without
addressing the underlying deficit beliefs that influence teachers’ behavior, launching
school-based curriculum does little towards changing practice once teachers return
to classrooms and close their doors. This shows that teacher belief is critical change
agent in paving the way to curriculum innovation (Cotton, 2006; Tam, 2010b). The
result also documents that there is a gap between the policy-makers of government
and teachers. While ‘teachers are expected to shift from the executive roles of cen-
tralized curriculum to masters of school-based curriculum’ by the policy-makers, the
beliefs of teachers serve as a filter to evaluate the value and pragmatism of innova-
tive. The government policy seems to be a changing force; however, teachers are the
significant change agent to put government policy into practices.
Berry (2004) described the process of learning to teach as historically being a
‘private struggle’ (p. 1298). This study, however, documents that PLC makes the
private public by moving teachers beyond the typical isolation of teachers to where
they openly examine their beliefs and practice. This study also highlights that the
significance of PLC as a variable influencing school organization demands attention
to the development of school–workplace relationships that promote openness, reflec-
tion, and collaboration focused on student learning (Kruse et al., 1995). The exami-
nation of teacher change in a PLC provides new insights into how and why these
changes happen. It is evident that teachers’ beliefs are found to be evaluative
(Nespor, 1987; Rokeach, 1968); they make judgment on the perceived benefits and
 Teachers and Teaching: theory and practice 17

drawbacks of working with colleagues. In light of these findings, we can further

understand the rationales underpinning teachers’ beliefs to teacher learning in PLCs.

Conclusion and implications

To conclude, the results of this study provide insights into a PLC as a major facilitator
supporting teacher change. The case of Blossom School shows that professional tea-
cher development is possible in the workplace with the presence of a well-developed,
open, and dynamic PLC which exerts a positive effect on curriculum reform. The
features of successful PLC embedded a coherent structure, collaborative culture, and
effective learning activities. Initially, a variety of organizational restructuring, and
leadership practices facilitate collegial interactions and cultural shift. Subsequently,
the ongoing learning activities serve to mediate the substance of teacher conversa-
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tions, experimentation, and collaboration. Gradually, a cyclical process of consolida-

tion and collaboration support the development of PLC, which in turn fosters changes
in beliefs and teaching practices.
The PLC offers opportunities for teachers to challenge individual beliefs and
practices through ongoing communication with colleagues, hearing the multiple per-
spectives of others, sharing new experiences and acquiring new understandings
about school-based curriculum, innovative teaching and constructivist learning, the
multiple roles of teachers as well as the meaning of collegiality. Teachers feel sup-
ported and nurtured in their development, and are able to be creative and able to be
individuals while also being committed to the community (Placier & Hamilton,
1994). The change patterns identified are: change in beliefs and practices, change in
beliefs but not practices, and change in practice but not beliefs.
This study has shed important theoretical, methodological, and practical implica-
tions on the area of PLC and teachers’ beliefs. The result of the present study advances
the theory that transformation of teacher culture, creation of new structure, engaging
in learning activities, and distinguishing leadership all contribute to the success of
PLC. The collaboration of teachers in an effective PLC alters teachers’ beliefs and
practices in different patterns and extent in their workplace. Since teacher change does
not happen shortly, a longitudinal methodology is conducive to capture the change
process. This study suggests that the self-report changes in teachers’ beliefs and prac-
tices must be complemented with observations to verify the data. The case of this
study also serves as a practical experience to share teacher development at schools.
The findings of this study have significant implications for teacher education and
future research. Traditionally, teacher development and teacher change intervene in
planned programs monitored by teacher educators; however, this study provides evi-
dence that ongoing professional collaboration with colleagues in the workplace nur-
tures teachers’ learning and growth. For example, courses on school or department
restructuring, simulation workshop about teacher collaboration, good practice shar-
ing sessions and leadership development programs that address coaching, and foster-
ing teachers to learn are significant in contributing cultural change of organizations,
all are essential in scaffolding teachers to establish their own PLCs as an alternative.
This is a single case study in a particular school context. If we want to have a
better understanding about teacher change in other contexts, cross-case studies in
different departments or schools, making comparisons and identifying different pat-
terns of cases, will certainly provide more information and deepen our understanding
of PLCs. Moreover, the attributes of a PLC found in this study, for example, the
 18 A.C.F. Tam

collaborative learning activities, may be useful to form a framework and indicators

for identifying different categories of PLCs when conducting quantitative studies, to
verify whether they are sufficient to provide cognitive, social, and emotional support
for collective teacher change.

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Appendix 1. Interview protocol

Interview one

(1) Please introduce yourself and tell me your role in your department?
(2) Do you think that you are responsible for developing a school-based curriculum?
(3) How do you use or choose the textbooks and instructional materials?
(4) What are your beliefs and practices about your roles in teaching?
(5) Can you give some examples of effective teaching strategies? What are your class-
room practices?
(6) Do you think that student-centered activities can help students to learn? What are the
learning activities you have arranged?
(7) What are your sources of learning to teach? Do you think that they are effective?

Interview two

(1) Can you tell me the learning activities you are engaged in?
(2) What are the purposes of these activities?
(3) Have you seen an improvement in teacher learning?
(4) How do your PLC impacts teacher learning or change?

Interview three

(1) Do you think that you are responsible for developing a school-based curriculum
now?
(2) How do you use or choose the textbooks and instructional materials now?
(3) What are your beliefs and practices about your roles in teaching now?
(4) Can you give some examples of effective teaching strategies now? What are your
current classroom practices?
(5) Do you think that student-centered activities can help students to learn? What are the
learning activities you have arranged?
(6) What are your current sources of learning to teach? Do you think that they are
effective?
(7) Any additional features of your PLC impacts teacher learning or change?
 22 A.C.F. Tam

Appendix 2. Observation guideline

(1) What are the activities teacher(s) participate in?

(2) What are the purposes of this activity?
(3) What are the actual practices of teacher(s)?
(4) If the activity involves other teachers, how do teachers interact in these activities?
(5) Are there any dialog, discussion, action, comment, and feeling of teachers?
(6) What are the outcomes of this activity in relation to teacher learning and change?
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