Professional learning communities (PLCs) are widely researched and of growing interest internationally. In Oman, some research has been started at the school level. However, at the time of this study, no research had been conducted at the higher education (HE) level. Hence, the study took place at an Omani university through an action research project lasting one semester. It aimed at establishing and evaluating a PLC to understand the first-hand experiences of the members of this community. The study is based on the sociocultural theory of Vygotsky, which stresses that learning is social. Also, the study used interpretivism and social constructivism to deeply analyse members’ interactions and perceptions of the PLC. Data were collected via preliminary documentary analysis of the reports produced by Staff Development Committee, observations of PLC meetings, and semistructured interviews during and at the end of the semester. The findings showed positive attitudes towards the PLC, where the members could sense a supportive learning environment. They were happy sharing their classroom practices, challenges, reflections, and learning from one another. Overall, they found professional development (PD) sessions fruitful, and they encouraged establishing a PLC along with the current PD programme because the PLC directly spotlighted their needs. Although the members indicated the potential of creating a sustainable PLC, their participation was challenged by factors (e.g., workload, time constraints, and technical issues). The members suggested many solutions to make the PLC a successful learning experience. Implications for policymakers and educators were drawn from the findings.
Masroori et al. (Mon,) studied this question.
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