In the context of teacher PLD, in Denmark for approximately ten years there has been a focus on professional learning development concerning competences in managing teacher collaboration within PLC, Professional Learning Communities. In agreement with widespread leadership theories (e.g. Yukl & Gardner III, 2020), the implicit assumption has been that teachers work with a high level of rationality: What is the intended learning outcome? What teaching methods should be chosen in order to reach the goals? (e.g. Dufour & Marzano, 2011). However, recent studies have shown that often teachers don't work according to a rational ends-means scheme (Thorborg, 2024). Rather, they work under the conditions of bounded rationality (Qvortrup, 2003. Simon, 1997 [1945]. Simon, 2019 [1996]). In many cases, teachers have to manage situations in which the complexity of the situation (teaching students in a classroom) is bigger than the capacity of the teacher (e.g. Lortie, 2002). This realization is based partly on theories of complexity and professional judgement, partly on interviews with and observations of teachers (Thorborg, 2024. Qvortrup, forthcoming). The implication is that teacher collaboration and professional learning must support much more explorative practices based on a strong professional sense-making culture rather than on rational ends-means practices (e.g. Hargreaves & O’Connor, 2018). This challenges the conception of teachers’ professional judgment practice (Qvortrup, 2017). The implications for teacher professional learning and development (PLD) in schools will be elaborated.

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