Toward a comprehensive definition of learning community for teacher professional development
Learning communities offer several opportunities for teacher professional development. Since conceptual vagueness prevails around this concept and undermines its application, this article proposes a comprehensive definition based on its emotional, cognitive and ideological dimensions. According to the content analysis conducted, the learning community is defined as a place of sharing and support among teachers. It allows the construction of individual knowledge, collective adjustment of pedagogical practices and the search for meaning. Practitioners will become familiarized with scholarly knowledge or participate in its development, while contributing to building a shared vision in their school.