Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what?

S.N. van den Boom-Muilenburg*, C.L. Poortman, A.J. Daly, K. Schildkamp, S. de Vries, J. Rodway, K. van Veen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Scopus)
17 Downloads (Pure)

Abstract

This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles. These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement.

Original languageEnglish
Article number103577
JournalTeaching and teacher education
Volume110
Early online date25 Nov 2021
DOIs
Publication statusPublished - 1 Feb 2022

Keywords

  • Distributed leadership
  • Key actor
  • Knowledge brokerage
  • Mixed methods
  • Professional learning communities
  • Sustainable school improvement
  • UT-Hybrid-D

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