Professional Learning Communities in Age-Mixed Schools

Abstract

This study examines the professional learning community (PLC) of teachers within a network of three small rural primary age-mixed schools, which organised teaching structures (SAMOT) in Norway. Over the course of one year, the network conducted four collaborative workshops, which cultivated a shared responsibility for student well-being and development, and built mutual reliance among teachers. Trust and strong professional collaboration emerged as central dynamics, supported by a shared values-based perspective typical of small rural schools. The study tests the hypothesis that cross-SAMOT collaboration enhances PLC development, positing that teachers benefit most when they work with peers from other SAMOTs. The research question is: How can a SAMOT network foster the development of a PLC? Using a qualitative case study with 17 teachers across the three schools and data from group interviews, findings indicate that the SAMOT network strengthens teacher collaboration and mutual professional learning, while elevating emphasis on ongoing professional development. The key contribution is that PLCs in age-mixed, small-school contexts are reinforced when schools join cross-SAMOT networks, enabling shared responsibility, deeper trust, and an expanded network-based focus on professional growth.