Exploring Teachers’ Collaborative Learning Experiences in Professional Learning Communities: A Qualitative Case Study of a Private School in Thailand

Abstract

Purpose: This study investigates how teachers work and learn together through Professional Learning Communities (PLC) and Micro-PLC in Primary Grades 1-6 at a private school in Thailand. It examines how collaboration happens in daily teaching, how teachers share their practices, and how reflection becomes part of their routine classroom work. Research Design, Data, and Methodology: The study was conducted as a qualitative case study with twelve Thai language teachers. Data came from AI 5D interviews, classroom observations, short written reflections, field notes, and a focus group discussion. All information was reviewed, coded, and grouped to understand how collaboration and teaching practices develop in real situations. Results: Teachers were found to work together mainly through everyday activities, such as talking after class, sharing materials, and discussing student learning problems. Micro-PLC was especially useful because it is brief, flexible, and fits naturally into teachers’ daily schedules. Five areas became clear in practice: sharing classroom ideas, working across grade levels, engaging students, reflecting after lessons, and learning from student responses. Conclusions: These findings show that small and regular interactions can support collaboration and reflection without adding extra workload. Over time, this process helps teachers improve their teaching and gradually build shared practices within the school.