The Role of Professional Learning Communities in Developing Instructional Competencies for In-Service Mathematics Teachers: A Proposed Framework

Abstract

This research explores the role of Professional Learning Communities (PLCs) as a pioneering approach to enhancing in-service training programs for mathematics teachers, amidst the unprecedented cognitive and technological revolution of the twenty-first century. The study originates from a fundamental problem: the failure of traditional training programs to effect genuine and sustainable changes in instructional practices, due to their theoretical dominance, detachment from the real-school context, and disregard for individual differences among teachers. The research presents an in-depth theoretical framework for PLCs, highlighting their philosophical foundations that redefine the school as a "learning organization" that transcends professional isolation toward systematic structural collaboration. The study focuses on four core principles: shared vision and values, collective inquiry into the "jurisprudence of practice," an absolute focus on student learning outcomes as evidence of performance, and participatory professional accountability. Furthermore, the research proposes a conceptual model for empowering mathematics teachers based on four operational pillars: the "Lesson Study" axis as a field practice tool, the data-driven leadership and diagnostic test analysis axis as a compass for training, the digital competencies and contextual mathematics axis to integrate technology and reality into teaching, and the organizational axis that ensures administrative and institutional support. The research concludes that transitioning toward this model is an imperative necessity to transform training from an "incidental event" into a "sustainable practice" that enhances teacher efficiency and improves student motivation and learning outcomes in mathematics. The study recommends institutionalizing PLCs as an official policy and encouraging teachers to engage in data-driven action research teams.