نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران
2 دانشجوی دکتری مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to propose a model for professional learning communities (PLCs) for teachers based on the Fundamental Transformation Document. A qualitative approach using grounded theory was employed. The study population consisted of Ministry of Education staff in 2025, selected through purposeful criterion-based sampling.
Data were collected through semi-structured interviews with 16 participants, and analyzed using open, axial, and selective coding procedures. The trustworthiness of the data was ensured based on Guba and Lincoln’s criteria, including credibility, transferability, dependability, and confirmability. The findings indicated that the teachers’ learning community, as the core category, comprises a shared vision and responsibility, a focus on student learning, professional collaboration and trust, experience sharing, and professional development, which are shaped by organizational culture and climate, teachers’ professional participation and motivation, and supportive mechanisms. Structural and managerial conditions, professional relationships, and institutional contexts also influence this process. Strategies for developing teachers’ learning communities include strengthening learning opportunities, professional empowerment, and enhancing active participation. The outcomes of this process are observable at the teacher, student, and school levels. The proposed conceptual model provides a systematic framework for rethinking and improving teachers’ professional learning processes and offers guidance for policy-making and the design of professional learning communities.
کلیدواژهها [English]
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