A Vision of the Roles of Public Education Teacher in Egypt in Light of Professional Learning Communities: A Prospective Study.

          The research aimed at identifying the prospective roles required for the public education teacher in Egypt, in light of professional learning communities, from the viewpoints of education experts, through investigating the concept and characteristics of professional learning communities, finding out the pillars of professional learning communities success, as well as providing a suggested proposal for activating those roles in public education. The research utilized a compound method involving the descriptive method and Delphi Technique for Prospective Studies. Sample of the research was selected via a purposive selective sampling method, including (27) of education experts from some different colleges of education. The research utilized open-ended interviews, as well as an open-ended and closed-ended questionnaire. Those instruments were administered to the selected sample in order to find out the prospective roles of teacher according to Delphi Technique, through three rounds, continuing the questionnaire rounds till reaching an agreement among the educational experts.
Findings of the research revealed that there was an agreement and consensus among the views of educational experts regarding the list of prospective roles of the public education teacher in light of professional learning communities. The list consisted of (51) items, distributed to (6) main dimensions, where the first dimension ; ” developing the shared vision and values” included (8) items, with a percentage of agreement  reaching (98.67). The dimension of “supporting and shared leadership” included (8) items, with a percentage of agreement  reaching (98.17). The dimension of “personal practices and experiences” included (9) items, with a percentage of agreement reaching (98.89). The dimension of “collective research and investigation” included (9) items, with a percentage of agreement  reaching (98.59). The dimension of “collective and creative learning” included (8) items, with a percentage of agreement  reaching (98.29). The sixth dimension regarding “concentration on learning” involved (9) items,  with a percentage of agreement  reaching (99.00). The research provided a suggested proposal for activating this list in public education in Egypt.