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Professional learning communities
PLC conversations
Teacher leadership
Teacher learning
Professional development
Issue Date: 
Hairon Salleh. (2016). Facilitation for professional learning community conversations in Singapore. Asia Pacific Journal of Education, 36(2), 285-300.
Professional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g. the 21st century skills). The growth in PLCs implies greater time investment for teachers to come together to develop new curricula that engage students to meet these broadened set of learning outcomes. However, this also implies that new competencies need to be acquired to productively participate in PLCs. One essential competency is facilitating PLC conversations. This paper describes key findings drawn from participant observations with three Grade 5 PLC facilitators’ involvement in an intervention to explore how PLC facilitators can support teachers’ collective learning with one another on matters of teaching and learning. The findings from the study served to aid in generating a proposed intervention framework consisting of processes, principles and practices that facilitators can use in PLC conversations.
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at
0218-8791 (print)
1742-6855 (online)
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