From individuality to cooperation: professional learning communities in kindergartens in Arab society

The purpose of the study was to trace the activities of the professional learning communities (PLCs) in kindergarten clusters in the Arab society in the south of Israel, which operate according to a model referred to as the “kindergarten academy community,” and to identify their components and characteristics as they manifest in a traditional tribal society. We used the interpretive approach to describe the phenomenon, based on interviews with 21 participants from different levels in the hierarchy, who addressed it from different perspectives. The research findings revealed three components in the activity of the PLCs in the kindergarten clusters: the guiding educational vision, coordinated actions, and system-wide leadership. The discussion provides insights into the ability of the professional community to overcome individualism and tribal patriarchy and act according to the cooperative values originating in the PLCs.