The impact of using book clubs among female teachers in their professional development in Saudi Arabia

Abstract

Literature has extensively documented traditional conceptions of sustainable teacher professional development (PD). Recently, PD has promoted self-directed and small group opportunities that provide teachers with interactive and discussion-based social learning. For this reason, this research explores the effect of book clubs as a form of PD for teachers in Saudi Arabia. To do this, the researcher used qualitative design through narrative approach. Presenting the narratives of thirteen female teachers who joined a book club to share their experiences and exchange knowledge, this study demonstrates the value of using book clubs as an alternative learning tool for professional improvement. This research demonstrates that using a casual, inviting platform, book clubs successfully create learning communities by providing support and guidance and validating shared experiences. The research concludes with implications for using book clubs among teachers in Saudi Arabian schools, such as learning as a social act.

Keywords:

• professional development (PD)
• teacher learning
• book clubs
• learning community
• teacher knowledge
• Saudi Arabia

1. Introduction

Traditionally, teacher professional development (PD) in Saudi Arabia is delivered through workshops on topics determined by the Ministry of Education with limited input from teachers (Alghamdi, 2017). This results in workshops addressing the implementation of curriculum or changes within the education system instead of supporting teachers’ professional growth.

Recent literature provides ample evidence discounting the effectiveness of these traditional teacher PD (Kooy, 2015b). Without teacher consultation and consideration of teacher educational needs, this PD results in unfulfilling learning experiences (Little, 2012; Loughran, 2012). If PD does not address teacher needs, they are unlikely to partake in the social construction of knowledge and are more likely to fail to implement any changes in their practice (Kooy, 2006; Kooy & Colarusso, 2012).

Instead of continuing to rely on this often-ineffective PD model in Saudi Arabia, the researcher of this study explored a different approach to support teachers in their professional growth. Having participated in a book club while studying in Canada and experiencing first-hand the power of using the platform as a learning tool, the researcher was inspired to apply the practice in her home country, Saudi Arabia. The value of the book club is not based on discussing the novel being read, but rather as providing a platform for teachers to meet and exchange narratives, share professional experiences, and grow as a community of learning (Broughton, 2002; Fall et al., 2000). This is the first study conducted in Saudi Arabia to explore the impact of teachers using a book club as PD. Based on the existing challenges and constraints, one can pose the following research question: How do book clubs build learning communities that improve PD amongst teachers? When exploring the use of book clubs in building a learning community, it is necessary to also consider: 1) How does a small group become a community of learning? and, 2) How does the social dialogical interactions affect and shape teachers’ learning and self-development?

2. Literature review

PD is a common expectation for teachers to enhance their teaching skills (Kong & Fitch, 2002). Teachers require continuous learning opportunities to help them navigate the evolving practices within their profession and address their students’ needs (Little, 2012; Loughran, 2012). There are numerous approaches used to support teacher development; however, not all are effective. As evidenced in her research, Kooy (2015b) provided several examples of ineffective teacher PD. A common theme of ineffective PD that was documented was enrolling teachers in multiple day workshops on topics determined by their administration or employer. The content was not necessarily related to their personal or professional goals and often the professionals did not understand the connection between this PD and their work. Following the PD and upon returning to their class, they were asked to implement what they learned from the workshop regardless of how it connected to their class, study, or students. Book clubs, an approach proven to be effective, should be considered as a tool due to its known ability to building learning communities (Kooy, 2006).

The creation of learning communities within book clubs is characterised by certain benefits and challenges (Feldman, 2000). Lack of policymaking management and poor leadership often create barriers for effective teacher PD. In some countries, including Saudi Arabia, it is customary for the government to control teachers’ activities and communication through policy and regulation (Aubusson & Schuck, 2013). Instead of providing clear strategies and standards, teachers are made to wait for recommendations from their leading body. Kooy (2015b) explains that these external agencies must understand teachers’ needs, work realities, and context to develop useful and practical PD.

In teaching practice, the application of book clubs as a form of PD is a relatively new activity. According to Smith and Galbraith (2011), book clubs are not often associated with PD, and the task of modern researchers is to explore the value of using them as effective training tools. It is assumed that teachers solely create book clubs for their students (Brown et al., 2018). However, teachers can also participate in book clubs as members who narrate, reflect, cooperate, and communicate at different levels (Kooy, 2015a).

Numerous studies have demonstrated how a book club is a community where teachers explore their beliefs within diverse academic environments (Jacobs et al., 2011; Medina et al., 2010). An example is Kooy (2015a), who initiated a study where an invitation to a book club was a chance for teachers to select, discuss, and determine texts for their classes. In Smith and Galbraith (2011) article, they presented how the creation of a professional learning community around books and stories follows a free, countercultural format. Fajardo (2010) adds that traditional and online book clubs remain credible sources of information for many teachers who strive for diverse membership and theme discussions. As soon as a community is established, and participants are invited, a book club becomes a forum for teachers to develop their unique thoughts about the stories they read or learn from the others’ experiences and knowledge (Kooy & Colarusso, 2013).

West and Williams (2017) study presents learning communities that enhance PD through their use of access, function, relationship, and vision. Because book clubs meet the same criteria, they can also support teachers in their desire to develop and grow as professionals and individuals. Andrei et al. (2015) describe book clubs as a PD framework for teachers to engage and focus on specific tasks. Kooy (2015a) further discusses the use of book clubs as a catalyst for teachers to enhance their learning and create a space for educational activities. By providing teachers opportunities to discuss, interact, reflect, and evaluate personal skills, book clubs offer the same value as other formats of PD (Burbank et al., 2010).

Interactions of people vary depending on their interests, available resources, and goals. However, once the purpose of their interactions is clarified, they can gather, cooperate, and learn from each other (Broughton, 2002). In this way, a small group of people may become a learning community (Alvermann & Phelps, 2002). According to West and Williams (2017), learning communities can mean “a variety of things, which are certainly not limited to face-to-face settings” (p. 1570). Watson (2012) explains that learning communities are a complex phenomenon within the frames of which teacher leadership development and professionalism gain new scales. Carpenter (2018) states how a learning community is introduced as a significant part of “a school culture” (p. 137) that promotes experiences and improvements. As with any organisation, a learning community has its specific characteristics and impact on society (Polleck, 2010).

The main elements of communities used for learning are participants (learners and educators), supportive leadership, shared vision, and cooperation (Carpenter, 2018; Hilliard, 2012; Kearney & Zuber‐Skerritt, 2012; Zhang & Pang, 2015). In general, respect, trust, and support are the expectations of members in such organisations. Participation in learning communities contribute to high-level academic performance, increased motivation, shared decision-making, and system improvements (Barton & Stepanek, 2012; Harris & Jones, 2010; Van Lare & Brazer, 2013; Wirt & Jaeger, 2014). Being central in the improvement of academic facilities and student performance, teachers should think about their independent progress, the level of knowledge, and the importance of skills that are critical in classroom activities (Kaagan & Headley, 2010).

Analysis of literature within the last decade shows that dialogue interactions are common in learning communities (Maurer, 2010). Dialogues are both appealing and critical to teachers as a form of collective learning (Higgins, 2016; Owen, 2014). Teachers find it interesting and educative to introduce their narratives, describe their past work, and specify problems or achievements (Kooy, 2015a). Communication amongst teachers can be organised in different ways, depending on their goals, audience, and resources, but its essence remains the same—the exchange of relevant information (Prenger et al., 2019). In learning communities, dialogues provoke equality and respect for each member because it is not necessary to teach, instead they share opinions and listen to each other (Fall et al., 2000).

Special attention should be paid to a narrative perspective as an inquiry to flourish in PD and the improvement of writing and retelling skills (Golombek & Johnson, 2017; Martin et al., 2018). The creation of narration is a challenging task because it involves not only personal experience, but also the ability to draw examples from the books discussed in the club. However, revisions to written work and discussions help participants understand how to better express personal emotions and ideas (Carroll, 2015).

3. Study design

3.1. Method

This study used a qualitative design, a method recognised to obtain rich and in-depth data, collect information, and analyse its research (Boxill, 1997; Marshall & Rossman, 2006). Since the purpose of this study was to collect teachers’ individual stories, a narrative approach was selected. Narrative methodology is “an interpretive approach in the social sciences and involves using storytelling methodology” (Mitchelle & Egudo, 2003). The story becomes an object of study, focusing on how individuals or groups make sense of events and actions in their lives” (p. iii).

Social constructivism is a worldview used to inform qualitative research and affect research practice. In this worldview, individuals seek to understand the world in which they live and work (Creswell, 2007). Constructivists claim that truth is relative and depends on one’s perspective (Baxter & Jack, 2008), and focuses on the individuals’ learning that occurs because of group socialisation. This belief is important for the study, as most of the data collection took place in the context of focus groups where the teachers negotiated and explored their teaching practices and their PD. Creswell observed: “the goal of research, then, is to rely as much as possible on the participants’ views of the situation” (p. 20). The participants’ vision and analysis of the situation they experience really matters. The participants’ beliefs about their professional development and how they grow as teachers really matter. One of the advantages of this worldview is that it allows the researcher and participants to collaborate. When the participants share their daily teaching experiences and how they grow and develop that allows the researcher to better understand their views and actions (Baxter & Jack, 2008).

“Social constructivism canters on the philosophy that reality is a social construction” (Burr, 2003, p. 15). The research design aims to know how teachers can construct knowledge by sharing their experiences through book club. Their construction of reality and the learning process is at the canter of the study (Beck & Kosnik, 2006).

3.2. Participant recruitment

The researcher is an assistant professor who taught a master-level course part-time at a private university in Saudi Arabia. The researcher expressed interest via email in December 2018 to her previous students, to initiate a book club after obtaining the approval from the ethics committee of the private university. Of the 70 students invited, thirteen students joined the book club and completed the study. The consent forms were sent to the participants through email to read it, before the start of the first book club meeting, each participant was provided with a hard copy of the consent form to sign it. The researcher used social media tools (i.e., email, WhatsApp) to outline her research and provide clarification to any questions. All participants were Saudi female teachers. The participants’ identity is protected by not using their real names or identifying the schools where they. (Table 1)

Table 1. Participants Information

Participants	Teaching level	Subject	Teaching experience
Hadeel	Secondary school	Arabic Language	22 years
Maram	Intermediate school	Math	25 years
Enas	Secondary school	Arabic Language	10 years
Sabreen	Elementary school	Family Education	14 years
Manal	Secondary school	Arabic Language	13 years
Najat	Elementary school	English/ Math	10 years
Eman	Secondary school	Arts	19 years
Mariam	Secondary school	Computer science	15 years
Sarah	Secondary school	English	10 years
Sawsan	Intermediate school	Arabic Language	24 years
Nawal	Elementary school	Arabic Language	19 years
Malak	Secondary school	Islamic studies	24 years
Halah	Secondary school	Biology	10 years

3.3. Reading selection and book club format

In this semi-structured study, the researcher provided a list of four fictional novels and had the participants vote on which one to read. Although there was initial reluctance by the group to read a novel versus an academic textbook, once the researcher clarified book club’s purpose, the teachers selected “Majdolin” by Mustafa Almanfaluti (2018), a love story that discusses values, such as devotion, responsibility, choices, hard work, and honesty.

The book club included ten meetings occurring over eight months. Although initial expectations were to meet every two-weeks for five months, this changed as teachers indicated they needed more time. The meeting schedule is strategic to the research design, as it was predicted that increased meeting frequency would also increase familiarity and comfort between the members, leading to deeper, more meaningful exchanges. Accordingly, the novel was divided into ten sections with readings assigned for each meeting. Participants were asked not to read beyond the agreed pages assigned. While not mandatory, participants were invited to reflect on each section and record their thoughts in a notebook provided by the researcher.

The researcher established a safe and relaxed setting during the meetings and encouraged participants to speak freely and discuss topics they felt were important. This allowed the participants to openly share their concerns, challenges, and dreams about their personal and professional lives.

3.4. Data collection and analysis

Creswell (2007) considers validation in a qualitative study “an attempt to assess the accuracy of the findings, as best described by the researcher and the participants” (p. 206). For this reason, the researcher used triangulation to ensure validation of the data collection and analysis. Data collection included gathering information from book club meetings, teachers’ written reflections, and activities completed during the meetings. According to Merriam (1998):

Data collection and analysis is a simultaneous activity in qualitative research. Analysis begins with the first interview, the first observation, the first document read. Emerging insights, hunches, and tentative hypotheses direct the next phase of data collection, which in turns leads to the refinement or reformulation of questions, and so on. It is an interactive process throughout that allows the investigator to produce believable and trustworthy findings. (p. 151)

For data analysis, the researcher transcribed all the interviews and then developed a list of non-repetitive, non-overlapping statements. Participants’ significant statements were categorized into meaningful themes so that the researcher could develop the textual description of what participants in the study experienced in the book club by using verbatim quotations. Regarding validity and reliability, the researcher used descriptions to allow participants to make decisions about transferability. Also, an external auditor was asked to examine both the process and product of the study to assess its accuracy.

4. Results

The data presented is organised by themes. After reviewing the data, common themes were identified and key participant statements from interviews selected based on their ability to best demonstrate the topics that emerged. To protect the identities of participants, pseudonyms are used.

4.1. Community of learning

4.1.1. Interactions during book club meetings

While participants were familiar with each other prior to the book club, they did not have pre-existing friendships. Without this connection and trust, they were initially reluctant to speak and share their thoughts. The researcher observed teachers looking at the recorder or at each other before joining the conversation. Participants were also conscious about being recorded. Despite being informed about their privacy, the researcher often had to reinforce the confidentiality of the recordings (January 2019, Meeting #1).

By the third meeting, a change was observed in the group’s behaviour. Teachers demonstrated a higher level of comfort sharing their information about their personal and professional lives. Moreover, they started bringing refreshments for the group and talking openly about different issues and were now laughing and sharing without reservation. As stated by Nawal, “I impatiently wait for book club meetings because this is the place where I feel comfortable to share without worrying, and I feel that I get rid of all the negative energy and boost my positive energy” (March 2019, Meeting #3).

4.1.2. Interactions outside book club meetings

After each book club meeting the teachers used the social media to share information amongst each other, a requirement not mandated by the researcher. They shared school accomplishments and what they did in class, often sending photos of student work. Moreover, they shared their personal impact of the book club meetings. Manal expressed, “I really had a hard day but when I finished the book club meeting, I really left with positive energy that erased the stress of work I went through” (April 2019, Meeting #4). Sawsan added, “It was a rich, very useful and effective meeting that enriched my knowledge towards different issues” (April 2019, Meeting #4).

Additionally, the teachers began to contact each other regularly outside of the meetings. A relationship developed between the teachers and the researcher, who was also a teacher, that is attributed to the book club. The teachers asked the researcher about her experience in teaching, marking, and preparing lessons. They began to inquire about different methodologies and conceptions of curriculum. They no longer hesitated to ask the researcher for professional support.

4.2. Social dialogical interactions affecting teacher learning and self-development

4.2.1. Support and guidance

Teachers in the book club noted the importance of being able to access personal and professional support from other teachers. When teachers fail to make connections with their colleagues, it removes the ability to seek advice and guidance on challenging situations, and this can have a negative effect on their students (Kooy, 2006; Kooy & Colarusso, 2012; Little, 2012). This support cannot occur without the foundation of a mutually beneficial relationship. Without time to socialise, share and learn from each other, it is challenging for relationships to develop. This claim was supported by Sarah stating, “it is very important to have a strong relationship with at least one of the teachers in the school you work at because this helps you overcome work stress and problems” (June 2019, Meeting #6). Sawsan added, “as we are all teachers, I feel that we discover how many things we share in common throughout sharing our experiences. I may meet a teacher who experiences the same issues I experience at my school” (May 2019, Meeting #5).

4.2.2. Validating shared experiences

By sharing examples from their own teaching experiences, the teachers were able to recognise that some of their classroom challenges are shared by other book club members. For example, Eman highlighted the difficulties she faces entering a class where the previous teacher left it with a negative atmosphere: “it takes ages for me to change the students’ moods and let them focus on my class” (July,2019 Meeting #7). Initially, Eman felt alone in this challenge; however, once she highlighted the issue, the others shared similar experiences. Halah, having experienced something similar, was able to share her own advice with the group:

The teacher should deal with the students in a way that always reflects how she is a role model. Sometimes she has to talk outside the class topic to guide the students. Maybe this is not wise when it comes to the timeline of covering the curriculum, but it is very rewarding when it comes to building trust with students and break the ice for better teaching and learning experiences. (July 2019, Meeting #7).

This led to a new understanding and appreciation that other teachers, regardless of the subjects or ages they taught, face the same challenges. Going forward, the teachers were able to provide suggestions to one another leading to insights on how to manage these shared situations and effectively support their students.

When teachers support each other, by exchanging information, sharing concerns, and seeking help as needed, it helps to establish a community where both teachers and students can excel, be productive and demonstrate creativity (Richards, 2001). A strong, positive relationship between teachers is crucial as learning is a social process (Kooy, 2006). This relationship building and support was observed in this study: Eman mentioned, “I feel like all the other teachers in school are my sisters. Sometimes we disagree on things and have some stress in the relationship but at the end of the day, we love each other. We exchange our experiences and learn from one another (July 2019, Meeting #8).

5. Discussion

5.1. Indicators for teachers’ PD

The study yielded several examples that demonstrate how the participants developed professionally as teachers during the duration of the book club. These changes happened at different dimensions: knowledge, skills, and affection. One of the teachers reflected, “I learnt from the book club how to ask questions and how to facilitate discussions. I transferred this to the class and started to facilitate discussions among students and ask them to probe questions to improve their learning and thinking (Malak, written reflection). Another teacher shared, “prior to the book club, I did not reflect on my practices. When I started the book club, I learnt how to reflect and assess my practices to develop them in the future” (Maram, written reflection).

Teachers agreed that the book club enhanced their critical thinking skills. They learnt how to connect what they read in the books to their personal and professional life through deep thinking. Some teachers reported that their interest and affection in reading grew, “I started to love reading novels and I passed this to my students as I initiated a book club in my class, so we discuss what they read in the first five minutes of the class” (Halah, written reflection). Exchanging experiences in the book club further provided teachers with the skills to handle classroom management, “I gained a lot of different ideas on how to deal with my students in different situations from different teachers in the book club” (Enas, written reflection).

5.2. Benefits perceived by teachers

All the teachers in the study clearly stated how they benefited from the book club experience in their written reflections and during book club discussions. Teachers expressed that the book club improved them personally and professionally, including changes to their teaching practices. One participant shared, “the book club encouraged me to give my students space in imagination. I asked them to use their imagination in each class and this reflects very positively in their critical thinking and creative thinking. This is what I learned from discussing the story in the book club” (Malak, written reflection).

The book club experience encouraged teachers to give a space to their students and a voice for better learning and teaching. It is important to invite students to engage in a dialogue (Cook-Sather, 2008). According to at least one of the participants, this action was not something previously thought of or implemented prior to their participation in the study. She elaborated that, “when I gave my students a space for imagination, I was very surprised and proud with the results” (Maram, written reflection).

5.3. Indicators of learning community

The transformation of the teachers from a small group to a learning community was noticeable in the study. At the beginning, teachers realised that they were participating in the book club to share their experiences and knowledge. The discussion of the chosen book in the book club was a medium that facilitated the transformation to a learning community (West & Williams, 2017). This transformation was noticed by three indicators: collaboration and knowledge sharing, participants’ demeanour, and communication.

Collaboration and knowledge sharing was an essential component contributing to the success of the book club experience. The book club encouraged teachers to collaborate and help each other through sharing and giving advice (Carpenter, 2018; Hilliard, 2012; Kearney & Zuber‐Skerritt, 2012; Zhang & Pang, 2015). They also discussed challenges in teaching and the obstacles they were facing. Furthermore, teachers collaborated with the researcher whenever they were asked to read a part of the book, agreed on a meeting time, and participated in activities.

Moreover, the participants’ demeanour changed gradually during the book club. Initially, teachers sat formally. However, over time, they started to change, moving their chairs closer to each other, and eventually not leaving empty chairs between them. They would sit beside each other, lean toward each other, laugh and high-five. They also began bringing refreshments to share for the sessions, demonstrating a transformative change to a safe and comfortable environment.

Communication is also one of the indicators of the learning community. Transformative change took place in two ways; within the book club and outside of it. Within the book club, teachers initially participated in limited ways, and often only when asked or called upon. As more meetings occurred, communication between participants started taking place outside the book club setting through text messages, WhatsApp, and phone calls. Even after the study ended, on-going communication continued in the WhatsApp group. This proves that teachers built a good relationship that did not end when the book club ended; it continued and teachers still communicate, collaborate, and support each other.

These indicators explain how teachers started the book club as a small group consisting of and gradually transitioned to a learning community (Prenger et al., 2019). This confirms that a book club can bring teachers together by sharing the same vision and mission towards PD to improve teaching and learning practices (Jacobs et al., 2011; Medina et al., 2010).

5.4. Social-dialogical interactions

Teachers do not develop in isolation, instead their learning and self-development grows through social dialogical interactions (Higgins, 2016; Owen, 2014). Different interactions between teachers and other teachers, students, mentors, and school leaders all help to exchange knowledge and develop teaching practices. Book clubs prove to be a helpful tool in creating a safe environment to share challenges and difficulties. They are useful to open new horizons for teachers to think and reflect on teaching and learning (Kooy & Colarusso, 2013). It is important for teachers to recognise they share common dilemmas with other teachers, as it encourages them to seek support and guidance from their peers.

When teachers do not share with their colleagues what they encounter in their classrooms it can have a negative impact on their development, learning and growth as educators. By only using knowledge from one source (themselves), these teachers will not realize that other teachers face the same dilemmas and can provide helpful advice. Contrary to this, when they speak about their teaching practices they receive knowledge from multiple sources, such as other teachers, which helps them to improve professionally and personally (Burbank et al., 2010). However, sharing could be difficult for some teachers, so initiating a book club inside the school may ease this and help teachers engage in the community. Book club develops learning socially which proves to be effective and powerful (Kooy, 2006).

5.5. Implications for teaching and learning

This study encourages transforming from traditional ways of teacher PD to a more open structure for improving teacher practice through the use a book club. To do so, this study recommends:

1. Introducing book clubs in schools as a means for PD.

2. Encouraging collaboration between teachers through sharing their knowledge starting from what they know rather than receiving the knowledge that is imposed.

3. Allowing teachers to have a voice and choice in what they want and need to learn.

4. Providing teachers with opportunities to share, think and reflect on their practices.

5. Including all the resources teachers need to help them grow professionally and personally through applying different pedagogical practices in classes for better teaching and learning experiences.

6. Further questions and issues

This section presents some questions that may help other researchers who may want to explore the use of book club in the future to think about them. They were all evolved after this study was conducted.

1. What is the best format or structure for a book club to facilitate teacher PD?

This research investigated a specific format and structure for the book club.

Future research topics may include investigating the impact of using book clubs as PD for teachers teaching the same subjects, or among teachers working at the same school. This may include using a different number of teachers, changing the duration of each session, and choosing the book used.

• (2) What is the role of mixed gender in participating in a book club?

The education system in Saudi Arabia segregates males and females in schools and universities. This research was conducted at a female campus. It would be beneficial if further research took place to investigate how a book club may impact male teachers’ PD, or how a mix gender book club impacts PD.

• (3) What would the impact be using an online book club as teachers’ PD?

Teachers are often busy. It may be hard for them to meet physically for all book club meetings. Also, if the book club is done physically, this requires the teachers live in the same city. When the book club meetings are conducted online, this opens possibilities of teachers joining from different cities in Saudi Arabia.

• (4) What is the negative impact of book clubs on teachers’ PD?

In this study, all the data was positive towards the book club. It shows that group members are influenced by this community. Future research may include different teachers’ voices or any negative influence of the book club on teachers to determine any negative impacts.

7. Limitations of the study

Due to the small number and variety of participants, the results are not generalisable. All participants were female, worked in schools in Saudi Arabia and their previous experiences in accessing PD were influenced by the mandate of their country’s Ministry of Education. Nevertheless, the study provokes new learning and questions that can be researched and developed in other contexts.

8. Conclusion

While scholars are beginning to explore the importance of changing the traditional format of PD among teachers, the model of improving teachers through workshops remains dominant. This is especially true in countries, such as Saudi Arabia, where PD topics and methods of delivery are often determined with limited input from the teachers and fail to address what their actual learning needs are. This research reveals that using a book club builds a learning community that improves PD among teachers. The book club provides an opportunity for teachers to meet and grow as educators; where their discussions are not predetermined by a set curriculum—but rather evolve based on the conversations and needs of the group. Moreover, this research highlights the different indicators that track the transition from small group to a learning community. Also, it presents the importance of using social dialogical interactions for teachers’ learning and self-development. This was clearly presented when teachers changed their practices in classes by starting to include their students’ voices, finding new ways to approach teaching, and exploring different techniques such as letting students use their imagination in learning. This also happened when teachers reflected and confidently exchanged their experiences, after realising they are not alone in what they face in their profession. It concludes with recommendations that are beneficial in moving forward to deliver better ways of PD away from the traditional, commonly used model.

Acknowledgements

The author thanks the Deanship of Scientific Research (DSR) at King Abdulaziz University for technical and financial support.

Disclosure statement

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

Additional information

Funding

This work was supported by the Deanship of Scientific Research (DSR) at King Abdulaziz University, Jeddah, under grant no. G: 48-279-1442.