ABSTRACT

The effectiveness of professional learning communities (PLCs) in schools depends significantly on the extent of fostering teacher learning. In this explanatory case study, 16 female teachers from a girls’ high school in Saudi Arabia joined a reflective practice programme where they engaged in collaborative inquiry to solve a problem in their work. The study sought to understand how reflective practice enhances the cognitive presence levels, namely triggering event; exploration; integration and resolution, in a teacher’s PLC. Data sources included transcripts of face-to-face and online discussions and focus group interviews. Analysis of discussions revealed that the participants were capable of movement through the four levels of cognitive presence, reaching the higher levels in which knowledge is built and applied. Interviews analyses generated four themes indicating factors that contribute to the emergence of higher levels of cognitive presence during the reflective practice programme. These factors comprise focus on experience and real practice, long-term training in the school context, social cohesion and the facilitator’s role. This study provides evidence for the potential of reflective practice to support teachers’ learning in PLCs. At the same time, it calls for further research on effective methods that facilitators of reflective practice use to prompt this learning.

抽象的

学校中的专业学习社区（PLC）的有效性在很大程度上取决于促进教师学习的程度。在这个解释性案例研究中，沙特阿拉伯女子中学的16名女教师加入了反思性实践计划，在其中他们参与了合作探究，以解决工作中的问题。该研究试图了解反思性练习如何增强认知存在水平，即触发事件；勘探; 集成和解决方案，在教师的PLC中。数据来源包括面对面和在线讨论的笔录和焦点小组访谈。对讨论的分析表明，参与者能够在认知存在的四个层次上运动，达到建立和应用知识的更高层次。访谈分析产生了四个主题，这些主题指示了在反思性练习计划中促成更高水平的认知存在的因素。这些因素包括关注经验和实际实践，在学校范围内的长期培训，社会凝聚力以及促进者的作用。这项研究提供了反思性实践的潜力，以支持教师在PLC中的学习。同时，它呼吁对反思方法实践的促进者用来促进这种学习的有效方法进行进一步研究。这项研究提供了反思性实践的潜力，以支持教师在PLC中的学习。同时，它呼吁对反思方法实践的促进者用来促进这种学习的有效方法进行进一步研究。这项研究提供了反思性实践的潜力，以支持教师在PLC中的学习。同时，它呼吁对反思方法实践的促进者用来促进这种学习的有效方法进行进一步研究。