Exploring the Experiences of Facilitators Online Physical Education Professional Learning Communities for Public School Teachers
The International Organization for Physical Education in Higher Education (AIESEP)), Taipei, Tayvan, 15 - 19 Haziran 2026, ss.323, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Taipei
- Basıldığı Ülke: Tayvan
- Sayfa Sayıları: ss.323
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
Professional Learning Communities (PLCs) are widely recognized as an effective model for enhancing teachers’ professional knowledge and competencies through collaborative dialogue supported by a facilitator. Situated learning theory underscores the role of facilitation as a process that structures group interactions, fosters a democratic learning culture, and builds meaningful connections among participants. Despite growing evidence on the effectiveness of PLCs, research focusing specifically on online facilitation within physical education (PE) contexts remains scarce. This study aimed to explore the experiences of facilitators leading online PLCs designed for public school teachers from different subject matters, including PE, Preschool, Classroom, Science, Art, English, and Turkish teachers, and school psychological counselors. Twenty-three online PLC groups were implemented over six weeks, each meeting for approximately two hours per week via Zoom Platform. Each group consisted of six teachers (total n = 138) and was facilitated by one of eleven teacher educators. Before the PLCs, facilitators participated in a two-hour orientation session and received weekly video models demonstrating facilitation strategies. Data sources included facilitator-written reflections collected during the PLC process and semi-structured interviews conducted at the end of the implementation. All data were transcribed verbatim and analyzed using a thematic analysis approach. To enhance credibility and trustworthiness, two researchers independently coded the data. Findings revealed that facilitation in online PLCs is a multidimensional and developmental process. Four overarching themes captured this trajectory: (1) future orientation and sustainable facilitation, (2) communication, interaction, and learning climate, (3) challenges and tensions in facilitation, and (4) facilitator experience and process evaluation. Overall, facilitation in online PLCs emerged as more than merely coordinating discussions; it represented a relational, reflective, and identity-shaping practice that evolves and supports sustained teacher learning in digital collaborative environments.