Professional learning communities as a place for ‘catharsis’ and learning during the COVID-19 pandemic

Abstract

This study seeks to examine how the design and implementation of a professional learning community promotes teacher educators’ professional learning during the recent health crisis. The article reports the experience of six Chilean English language teacher educators that participated in the first iteration of a larger design-based research project. Data were collected through a focus group and individual semi-structured interviews and analysed using thematic analysis, which offered the possibility of showing the participants’ varied perspectives and insights towards the community. The community became a space to seek and provide advice, emotional support and improve collegial relationships during uncertain times. It also offered a low-risk space to unveil teaching practices, reflect upon them and learn with and from colleagues. This article’s main contribution is a detailed description of the design and implementation of a learning community and its characteristics while highlighting the relevance of teachers’ selves for their professional growth.

Keywords:

• Teacher educators
• professional learning communities
• personal development

Reviewing Editor:

• Timo Ehmke, Department of Education, Leuphana University of Lüneburg: Leuphana Universitat Luneburg, Germany

SUBJECTS:

• Teacher Training
• Teachers & Teacher Education
• Educational Research

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 https://www.bcn.cl/leychile/navegar?idNorma=1087343

2 https://estandaresdocentes.mineduc.cl/Categoria-p/pedagogias/

Additional information

Funding

This work was supported by ANID (Agencia Nacional de Investigación y Desarrollo/National Research and Development Agency) Doctoral Programme N. 72190352.

Notes on contributors

Paulina Sepulveda-Escobar

Paulina Sepulveda-Escobar is an EFL teacher educator at Universidad Autónoma de Chile. Her main research interests include teachers’ professional learning, initial teacher education, teacher educators' professionalism and professional learning communities.