School as a research-based professional learning community: a phenomenological study

Abstract

This study aimed at identifying the aspects of research-based professional learning community at school and to determine the requirements and parameters of its development. The research approach was qualitative with phenomenological design. The participants were 25 professionals who were selected through purposeful and snowball sampling methods to the point of theoretical saturation. Data were collected using in-depth and semi-structured interviews. The reliability of the findings was checked by inter-rater reliability method. Data was analyzed through the inductive content analysis method and using the three levels of open, axial and selective coding. Based on the results, professional learning community indicators in five dimensions, including «shared values and beliefs», «professional teacher learning», «professional dialogues and cooperation», «collective learning», «communication and interaction» and their indicators were determined. Some of the requirements for creating such community was justified based on the results. Some of these requirements included «belief in the role of the research and its importance in the process of teaching and learning», «focus on collective learning», «strengthening the professional dialogue between teachers and staff», «supportive interaction of the school principal», «ongoing relationship with research centers» and other factors that are described in detail in the paper.

Keywords

• research-based school
• professional learning community
• dimensions of research-based learning community