The impact of using book clubs among female teachers in their professional development in Saudi Arabia

Literature has extensively documented traditional conceptions of sustainable teacher professional development (PD). Recently, PD promoted self-directed and small group opportunities that provide teachers with interactive discussion-based social learning. For this reason, research explores the effect book clubs as a form for in Saudi Arabia. To do this, researcher used qualitative design through narrative approach. Presenting narratives thirteen female who joined club to share their experiences exchange knowledge, study demonstrates value using an alternative learning tool improvement. This casual, inviting platform, successfully create communities by providing support guidance validating shared experiences. The concludes implications among Arabian schools, such act.