فاعلية مجتمعات التعلم المهني في تنمية مهارات التفكير التأملي لدى معلمي المرحلة الابتدائية في دولة الكويت

الملخص EN

This study aimed at investigating the effectiveness of a professional learning community on the development of reflective thinking skills for primary school science teachers in Kuwait.

A descriptive-analytic approach and a quasi-experimental design were used in the study.

The descriptive approach was used for determining reflective thinking skills teachers should master, in addition to identifying the pillars for establishing professional learning communities for science teachers.

Moreover, a quasi-experimental method through a one-group pretest–posttest design was used with a sample consisting of 32 science teachers working at governmental primary schools in the Capital Governorate, Kuwait.

Data collection was carried out by means of a standardized localized version for the Kuwaiti environment of a scale developed by Choy et al.

(2019), which included 32 items distributed into four dimensions of reflective thinking skills, namely: the ability to conduct self-assessment, self-efficacy, meditation on teaching, and lifelong professional learning.

The participating teachers engaged in a professional learning community that was implemented over a period of six weeks and included reflective journals writing activities, group discussions and brainstorming, engaging in participatory wiki editors, the use of electronic blogging, video sharing via YouTube, as well as discussion in an electronic group devoted to the professional learning community via social media.

The learning community focused on sharing knowledge, resources and experiences regarding various teaching issues such as the competency curriculum and misconceptions about students' scientific concepts, with a primary focus on providing opportunities for teachers to reflect on their actual practices.

Statistical analysis of data was conducted using means, standard deviations, paired t-test, and Black's Modified Gain Ratio.

The results revealed that the professional learning community implemented has been effective in improving reflective thinking skills as a total degree as well as for the sub-dimensions (i.

e.

the ability to conduct self-assessment, self-efficacy, meditation on teaching, and lifelong professional learning).

In light of the results reached, it was recommended that governmental primary schools on the country level would proceed on the official implementation of professional learning communities led by school principals and science mentors as an approach to enhance continuous professional learning for teachers.