تصور تربوي مقترح لتفعيل دور مجتمعات التعلم المهنية بمدارس الأونروا في الأردن إستنادا إلى التجارب الدولية
The study aimed to propose an educational perspective to activate the role of professional learning communities in UNRWA schools in Jordan based on international experiences, by identifying the strange of professional learning communities in UNRWA schools in Jordan based on international experiences from the point of view of teachers working in them, and the study used the descriptive developmental survey approach, and the information was collected through a questionnaire consisting of (75) items, a sample of (387) teachers working in UNRWA schools, and the study reached the results following: 1) The strange of professional learning communities in UNRWA schools in Jordan based on international experiences was high. 2) The study sample's assessment of the challenges facing the activation of the role of professional learning communities in UNRWA schools in Jordan based on international experiences was high. In light of this, an educational perspective was proposed to activate the role of professional learning communities in UNRWA schools in Jordan based on international experiences, with the aim of applying professional learning communities in UNRWA schools, and included the name of the proposed concept, its premises, objectives, strategies used to activate the role of professional learning communities in schools, professional methods to activate the role of professional learning communities, professional skills to activate professional learning communities, and the requirements for activating Professional learning communities, follow-up and implementation of visualization, and factors for the success of visualization. In the view of the study results, the researcher recommended the need to adopt the proposed educational perspective to activate the role of professional learning communities in UNRWA schools in Jordan based on international experiences, and the need to develop foundations and standards for professional learning communities commensurate with the conditions and capabilities of the school environment. (Author’s abstract)