ABSTRACT
To accommodate the specific needs, facilitators adopted diverse roles to support the Professional Learning Communities (PLCs) in its development; from an emphasis on coordinating the work and supporting community building in the beginning of the PLC to promoting teacher learning at later stages. Although the studies differ with respect to the research methodology, all of them took a qualitative approach to collect evidence about the mechanisms that contribute to knowledge about the various ways that effects of teacher learning through designing in teams can be revealed. The actual enactment of the new curriculum in practice is very important, because it gives input for improving the design, contributes to ownership, and plays a large role in the learning experiences of the teachers who participate in the Teacher Design Teams (TDTs). To be successful, external support for TDTs is indispensable. The connections between student workplace learning and formal education are a source of frustration for both vocational teachers and workplace supervisors.
