Like most education systems all over the world, Egypt’s schools and universities turned to online teaching at the end of March 2020, after face-to-face classes had been brought to a halt by the outbreak of the COVID-19 pandemic. While few teachers were prepared for delivering their lessons online and for dealing with the stress and anxiety of the situation, this article showcases a group of teachers who had just acquired collaboration skills in peer communities of learners (PCLs), which proved to be an immediate source of support in this time of crisis. The authors present the results of a rapid study they conducted in June 2020 on a sample of 49 teachers from 17 schools in Egypt who had participated in a school–university partnership for reform. This included a continuous professional development (CPD) project which ran from February 2017 to March 2020. Within the project, these teachers had already successfully created PCLs in 43 schools partnering with faculties of education (FOEs) in three large Egyptian universities. The reform partnership, an ERASMUS+ initiative funded by the European Union (EU), was the “School University Partnership for Peer Communities of Learners” (SUP4PCL). By March 2020, the participating teachers had already significantly changed their teaching styles, school culture, identities and attitude towards their profession, and they continued to communicate with their peers in the PCLs they had created during the project. Prompted by the emergency situation of the pandemic and inspired by the work of Etienne Wenger and others on communities of practice, the authors’ study investigates the sustainability, viability and effectiveness of the project PCLs, their relationship to lifelong learning and their value in offering psychosocial support. The article concludes with a consideration of the usefulness of PCLs for reforms to ensure quality learning in crisis situations and more generally.

与世界上大多数教育系统一样，埃及的学校和大学于 2020 年 3 月开始转向在线教学，此前由于 COVID-19 大流行的爆发而停止了面对面授课。虽然很少有教师准备好在线授课并应对这种情况的压力和焦虑，但本文展示了一群刚刚在学习者同伴社区中获得协作技能的教师（PCL），这被证明是危机时期的直接支持来源。作者介绍了他们在 2020 年 6 月对埃及 17 所学校的 49 名教师进行的一项快速研究的结果，这些教师参与了校校合作改革。这包括从 2017 年 2 月到 2020 年 3 月的持续专业发展 (CPD) 项目。在该项目中，这些教师已经与埃及三所大型大学的教育学院 (FOE) 合作，在 43 所学校成功地创建了 PCL。改革伙伴关系是由欧盟 (EU) 资助的 ERASMUS+ 倡议，是“学习者同伴社区的学校大学伙伴关系” (SUP4PCL)。到 2020 年 3 月，与会教师的教学风格、学校文化、身份和对职业的态度，他们在项目期间创建的 PCL 中继续与同行交流。受到大流行紧急情况的推动，并受到艾蒂安·温格等人的工作的启发在实践社区中，作者的研究调查了项目 PCL 的可持续性、可行性和有效性，它们与终身学习的关系以及它们在提供社会心理支持方面的价值。本文最后考虑了 PCL 对改革的有用性，以确保在危机情况下和更普遍的情况下学习质量。