Vocational education aims both to meet economic and social needs. It is expected from teachers that they adapt their pedagogy to vocational education new demands. In this context, the establishment of professional learning communities (PLCs) seems promising. The literature highlights several potential bene ts for both teachers and students. The learning process in the PLCs are, however, less studied. The objective of this research is to describe expansive learning actions (Engeström, 1987) of a vocational teachers’ PLC. Results indicate that, although issues and analysis are focused primarily on the characteristics of students, members of the PLC have formalized several models of action and transformed their teaching practice collaboratively.