Transformational Learning: Professional Learning and Teachers’ Perspectives on Professional Learning Communities

Abstract

Learning that transforms challenging frames of reference to make them more inclusive, reflective, dialogic, and emotionally able to change is the framework for professional learning communities suggested here (Mezirow, 1991). Professional learning is the means for ongoing teacher support in providing a trajectory for teachers towards developing into reflective experienced master teachers that can impact teacher practices and overall student achievement. The following paper will provide an 1) overview, theoretical framework, and research on Professional Learning Communities and 2) provide case study narrative responses' of three teachers on their perspectives and engagement in a four week Professional Learning Communities Institute. The overall findings demonstrate that teachers' critical reflection and strategic purposeful planning are the processes where transformative learning occurs and drives Professional Learning Communities, where all stakeholders involved take responsibility for their own professional learning with collaborative goals aimed at student success.

Teachers' Perspectives towards Online Professional Development Programs during the Period of COVID-19 Pandemic in the Saudi EFL Context

“…Thus, PD is positioned within the theoretical framework of transformational learning. Many scholars see transformational learning theory as the cornerstone of teacher PD since PD, Continuous Professional Development (CPD), and Teacher's Continuous Professional Development (TCPD) are all major components of adult learning (Al-Bargi, 2021;Sanchez, 2018;Shah et al, 2015). However, this continuity in the PD of teachers may be interrupted by unforeseen mega-events and incidents that cause global level changes, such as the paradigm shift in the teachinglearning methods across the globe during Covid-19.…”