“…The PLC practitioner is, thus, one who actively acquires professional identification through reflective and collaborative dialogue with likeminded teacher professionals. The process involves participation in cycles of collaborative inquiry (DuFour, DuFour, Eaker, & Many, 2010;Levine, 2010;Nehring & Fitzsimons, 2011;Stoll, Bolam, McMahon, Wallace, & Thomas, 2006;Wong, 2010), reflection (Campbell, 2005;Falk & Drayton, 2009;Louis & Marks, 1998;Musanti & Lucretia, 2010;Nehring & Fitzsimons, 2011;Pella, 2011;Stoll et al, 2006;Vescio, Ross, & Adams, 2007;Wiley, 2001;Wong, 2010), action research (DuFour et al, 2010;Levine, 2010;Webster-Wright, 2009) and/ or lesson studies (Foo & Lee, 2008), for the purpose(s) of reforming pedagogy and curriculum (Harris, 2011;Little & Veugelers, 2005), and/or transforming school/ education culture, values, vision and action (Cranston, 2011;Falk & Drayton, 2009;Hoffman, Dahlman, & Zierdt, 2009;Little & Veugelers, 2005;Nehring & Fitzsimons, 2011;Pella, 2011;Servage, 2008;Webster-Wright, 2009;Wong, 2010). Teacher identity is said to be enhanced by a corresponding enhancement of their professional capacity, which is, the ability to "achieve better results for the students they serve" (DuFour et al, 2010: p. 11).…”