ABSTRACT

After outlining the central role of leadership for individual and interorganisational learning in sustainable Professional Learning Networks (PLN), this article describes Austria’s professional learning environment and professional learning (PL) within this changing field. In order to meet urgent institutional requests for sustainable PL, new organisational responses are needed. The authors highlight the implications of the notion of responsiveness, framing it as resulting from interorganisational practices such as PLNs and as ensuring sustainable organisational leadership capabilities within PLNs. After describing the two levels of the study (meso and micro), the findings, which are based on two case studies in Austrian schools, show that the role played by PLNs in challenging professional learning environments is blurry. The discussion shows that these case studies have extended the single-level approach deployed in previous studies. The article concludes by highlighting the specific leadership role that is required within PLNs in order to establish responsiveness, change routines and thus enhance professional learning.

摘要

在概述了领导在可持续专业学习网络 (PLN) 中个人和组织间学习的核心作用之后，本文描述了奥地利在这个不断变化的领域内的专业学习环境和专业学习 (PL)。为了满足对可持续 PL 的紧迫机构要求，需要新的组织响应。作者强调了响应性概念的含义，将其定义为 PLN 等组织间实践的结果，并确保 PLN 内的可持续组织领导能力。在描述了研究的两个层面（中观和微观）之后，基于奥地利学校的两个案例研究的研究结果表明，PLN 在具有挑战性的专业学习环境中所起的作用是模糊的。讨论表明，这些案例研究扩展了先前研究中部署的单级方法。文章最后强调了在 PLN 中所需的特定领导角色，以建立响应能力、改变常规并因此加强专业学习。