Abstract
This study aimed to examine the impact of professional learning communities on English teacher belief change with English teachers in Hospitality Institute of Sanya as a case study. The study proffered answers to magnitudes at which professional learning communities motivate English teacher belief change in Hospitality Institute of Sanya, the characteristics of professional learning communities that affect English teacher belief change in Hospitality Institute of Sanya, and the belief changes that were experienced by English teachers in Hospitality Institute of Sanya. The study adopted a qualitative research design that used structured interviews with (fifteen) 15 English teachers as participants for the study. Thematic analysis was used to analyze the data. Findings showed that most participants had the right perspectives of their communities through the professional learning communities, which exert positive effects on English teacher belief change. Reflective dialog, feedback among teachers, collaborative activity, a shared sense of purpose, and collective focus on students' learning were found out to be the major characteristics of professional learning communities that affected English teacher belief change in Hospitality Institute of Sanya. The study recommended that teacher belief change needs to be monitored by the institution's authority, going by the nature of the activities that go on in the institution.
Highlights
There is no doubt that professional learning communities are widely varied in terms of practice across different countries
In order to answer the research question on the magnitudes at which professional learning communities motivate English teacher belief change in Hospitality Institute of Sanya, 15 randomly selected English teachers in Hospitality Institute of Sanya were interviewed, and it was found that the magnitudes at which professional learning communities motivate the belief change of English teachers in Hospitality Institute of Sanya was very high
The second research question answered in this study was, "What are the characteristics of professional learning communities that affect English teacher belief change in Hospitality Institute of Sanya?" The finding revealed that reflective dialog, feedback among teachers, collaborative activity, a shared sense of purpose, and collective focus on students' learning were the major characteristics of professional learning communities that affected English teacher belief change in Hospitality Institute of Sanya
Summary
There is no doubt that professional learning communities are widely varied in terms of practice across different countries. Various professional learning communities do upgrade teachers' skills for better learning outcomes. They bring about positive change among teachers, especially teacher belief change. Professional learning communities have become a unique tool in meeting new knowledge and other teachers' requirements. These professional communities of teachers have continuously helped them have the right perspectives of their new environment, which allows both the teachers and the institutions. These professional learning communities have been fulfilling teachers' immediate needs and providing them with the positive function of joint professional learning (Stoll, Bolam, McMahon, Wallace & Thomas, 2006)
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