Abstract

Literature has extensively documented traditional conceptions of sustainable teacher professional development (PD). Recently, PD has promoted self-directed and small group opportunities that provide teachers with interactive and discussion-based social learning. For this reason, this research explores the effect of book clubs as a form of PD for teachers in Saudi Arabia. To do this, the researcher used qualitative design through narrative approach. Presenting the narratives of thirteen female teachers who joined a book club to share their experiences and exchange knowledge, this study demonstrates the value of using book clubs as an alternative learning tool for professional improvement. This research demonstrates that using a casual, inviting platform, book clubs successfully create learning communities by providing support and guidance and validating shared experiences. The research concludes with implications for using book clubs among teachers in Saudi Arabian schools, such as learning as a social act.

摘要

文献广泛记录了可持续教师专业发展 (PD) 的传统概念。最近，PD 提倡自主和小组机会，为教师提供互动和基于讨论的社会学习。出于这个原因，本研究探讨了读书俱乐部作为一种 PD 形式对沙特阿拉伯教师的影响。为此，研究人员通过叙述方法使用定性设计。本研究展示了 13 名加入读书会以分享经验和交流知识的女教师的故事，展示了使用读书会作为替代学习工具以提高专业水平的价值。这项研究表明，使用一个休闲、吸引人的平台，读书俱乐部通过提供支持和指导以及验证共享经验成功地创建了学习社区。该研究总结了在沙特阿拉伯学校的教师中使用读书俱乐部的意义，例如将学习作为一种社会行为。