ABSTRACT
The growth of Professional Learning Communities (PLCs) seems to have accelerated in recent times, partially because of the opportunities offered by the online dimension, but also as a response to the emergency to which schools have adapted during the pandemic with Distance Learning. This work builds on testimonies from practitioners partaking in local and international PLCs, notably aiming at experimenting with innovative teaching and learning practices and promoting new curricula for digital education. Such communities are particularly interesting as they encourage the circulation of innovative practices through peer learning, mentoring, and school level capacity building. Ultimately, this article explores how PLCs can support practitioners enhancing their teaching practice, as well as designing and implementing innovation at classroom and school level.
