Abstract
This study presents what reflections science teachers express when they shared experiences after trying out a new teaching method in science in an online synchronous professional learning community (PLC), and how they experienced participation in the online PLC. The results indicate that the teachers experienced increased awareness about their own teaching practice. The teachers were comfortable conducting collaborative sessions synchronously online and found that this gave them flexibility in terms of time and their geographical location. However, the support provided by the module was not sufficient to create reflective discussions for all the teachers. This insight is an important contribution, which should be considered to support PLC (online or not) in schools.
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