The Role of Documentation in a Preschool Professional Learning Community

Considerable attention has been given to the notion of the professional learning community (PLC) as a desirable organization for teacher learning, but more needs to be understood about the qualities of PLCs that constitute a resource for teacher learning. The purpose of this case study is to describe the ways in which documentation played a role in teacher learning in a preschool PLC. There were three data sources: audio-recordings of PLC sessions, interviews with participating teachers, and the classroom documentation teachers shared during the sessions. Two central themes are discussed: a) re-thinking developmental discourses and, b) transforming notions of “good” teaching. We argue that documentation provided avenues for teachers to move beyond superficial interpretations of and responses to classroom experiences.