This paper reports on a case study of a science, technology, engineering, and mathematics professional learning community (STEM PLC) that was set up to support a group of science teachers to teach STEM. Set in the context of an Islamic school in Southern Thailand, cultural sensitivity was invoked in forming the STEM PLC. The school offered a unique program that incorporated general education and Islamic religious courses following the Muslim way of life. Coherent with the core principles of PLC, the Islamic practice of Shura was infused into the conduct of the STEM PLC as a form of STEM teacher professional development. Based upon the descriptive and thematic analyses of the qualitative data collected during the Shuratic STEM PLC processes, we show how Shuratic practices when integrated into the PLC processes could empower teachers to change their understanding and beliefs in STEM teaching. The findings of this study have implications for educators and researchers interested to establish STEM PLC in Islamic school contexts to support and develop science teachers to accept and take on the challenge in STEM teaching.

本文报道了一个科学，技术，工程和数学专业学习社区（STEM PLC）的案例研究，该案例旨在支持一群理科教师教授STEM。以泰国南部的一所伊斯兰学校为背景，在建立STEM PLC时唤起了文化敏感性。该学校提供了一个独特的计划，该计划结合了遵循穆斯林生活方式的通识教育和伊斯兰宗教课程。与PLC的核心原则相一致，舒拉的伊斯兰实践被注入STEM PLC的行为中，作为STEM教师专业发展的一种形式。根据对Shuratic STEM PLC过程中收集的定性数据的描述性和主题性分析，我们展示了将Shuratic实践整合到PLC过程中后，如何使教师能够改变他们对STEM教学的理解和信念。这项研究的结果对有兴趣在伊斯兰学校环境中建立STEM PLC的教育者和研究人员具有启示意义，以支持和发展理科教师接受和应对STEM教学中的挑战。