چكيده لاتين
Professional Learning Communities of Teachers are recognized as an important platform for professional growth and the exchange of knowledge and experience in educational systems. These communities provide an opportunity for teachers to share experiences, improve teaching skills, and enhance educational performance. This study was conducted with the aim of examining the lived experience of elementary school teachers in Isfahan who participated in both face-to-face and virtual professional learning communities during the COVID-19 pandemic.
The research method was applied in terms of purpose and qualitative in terms of research method, using a descriptive phenomenological approach. The statistical population consisted of all elementary school teachers in Isfahan city during the 2023-2024 academic year, who had teaching experience during the COVID-19 period. A purposive and accessible sampling method was used to select the sample, which included 20 elementary school teachers. Semi-structured interviews were employed to collect data. The validity of the interview questions was assessed using the Lincoln and Guba method, and their reliability was determined through inter-coder agreement. The data obtained from the interviews were analyzed using MAXQDA 2020 software and Colaizzi’s seven-step method.
The interview responses regarding various aspects of professional learning communities showed that in terms of shared values and vision, enhancing student learning was more emphasized than teachersʹ professional development. Regarding participatory leadership, this aspect was limited to organizing national and religious events. In the structural support dimension, teachers were provided with limited resources. In the relational support teachers largely trusted their colleagues and principals. The collaborative learning aspect was not given enough attention and was mostly limited to speeches in teachersʹ council meetings. Regarding sharing experiences and individual activities, although teachers found observing colleaguesʹ teaching to be beneficial, only a few had experienced it.
Concerning virtual learning communities, the results showed that the reason for participating in virtual groups and online meetings was to gain experience for better teaching. Moreover, according to the teachers, the quality of online sessions depended on two factors: the capability of the instructor and the internet infrastructure. The level of teacher participation in virtual groups indicated that half of them participated at the highest level.
Overall, the research findings indicate that not all aspects of professional learning communities are equally pursued in schools. During the COVID-19 period, two aspects of professional learning communities received more attention: shared values and vision, and supportive conditions. However, collaborative learning, sharing experiences and individual activities, and participatory leadership were largely neglected. To increase the impact of professional learning communities, it is necessary to regularly hold classroom observation sessions. Additionally, more time should be allocated for group interactions among teachers in schools, and suitable educational environments should be provided to support teacher learning.
