شبكة المعلومات العربية التربوية

The aim of research is to explore the impact of the reflective practice in professional learning communities on teachers’ learning, and how this effect occurs. So, the researcher designed a proposed program to facilitate the reflective practice in professional learning communities, and used a mixed-methods case study. Four tools were used: reflective practice questionnaire, discussion transcripts, focus group, and interviews. The sample included (16) female teachers from secondary school which participated in the national program of school development in Riyadh. The implementation of the research took eight months during the academic year (1437/1438). Quantitative data were analyzed by the SPSS, and qualitative data were organized by ATLAS.ti, and analyzed using interpretive analysis. Results have shown that there is an impact of reflective practice in professional learning communities on the three dimensions of teachers learning: cognitive awareness, classroom practices, and educational beliefs. The most important factors supporting were: the proposed program relating to experience and school context; experiment with new ideas, and reflection and dialogue after experimentation; and data-based collaborative inquiry. Also, there are some factors that may limit teacher learning such as pedagogical content knowledge. Qualitative results have shown that increasing awareness with practice, teacher role, and students’ needs and responses is the main input to influence teachers' learning. (Published Abstract)