Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.

中文翻译：

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翻译中失去了专业发展？丹麦教师教育中的“组织主题”及其在专业学习社区中如何影响学生-老师的故事

长期以来，通过专业学习社区（PLC）保持教师素质并改善教师教育和专业发展一直是联合国教育，科学及文化组织（教科文组织），经济合作组织等机构的政策议程与发展（OECD）和21世纪技能框架。这项研究探索并比较了丹麦教师教育机构中学生教师对PLC的使用，以及PLC是如何通过机构，组织主题来塑造的。“组织主题”被概念化为日常（例如机构）日常组织方式的基本“想法”。探索如何将组织机构的主题转化为学生PLC中的教育实践，从而有可能了解教师教育机构中的当地道德世界如何塑造学生的公共工作和专业发展。根据现场学习，机构的社会人类学和PLC的文献，比较了三名丹麦学生教师的专业叙事。研究结果表明，PLC的专业发展发生在个人故事，PLC的情境学习和机构主题之间的交汇处。