ABSTRACT

The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature.

摘要

这项叙述性研究的目的在于追溯以色列教育学院院长领导教师教育工作者的专业学习社区（PLC）的过程。重点是在此过程中将各种不同角色（管理员/主持人/学习者）整合在一起的独特情况。七个半结构化访谈进行了主题分析，表明了PLC领导者的两个平行旅程：共同领导PLC和培养创造力的旅程，以及通过领先PLC结晶知识分子身份和形象的旅程。讨论根据社会认知和社会分类理论对这两个过程进行了解释。它从文献中反映出PLC领导者典型的三种类型的紧张和恐惧中检查了发现。