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Reconceptualizing professional development: A case study of professional learning community activities and teacher improvement in a first-year middle school

机译：重新构想专业发展：以一年级初中专业学习社区活动和教师改进为例

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摘要

Using a theoretical model developed from recent research on organizational behavior and professional development, the purpose of this concurrent triangulation, mixed method case study was to describe in detail the relationship between professional learning community activities and teacher improvement for core middle school teachers in a first year school adopting DuFour's (2004b) professional learning community principles. Specifically, the study focused on three areas: the features of professional learning community activities that exhibited a relationship to changes in teachers' content and pedagogical knowledge and skills, along with changes in teachers' instructional practices; the efficacy of professional learning community activities in relation to teacher grade level, subject area, and years of teaching experience; and organizational and leadership factors that influenced the efficacy of professional learning community activities.;The study used a case study format and focused on a first-year middle school that had incorporated DuFour's (2004b) professional learning community principles. After selecting an appropriate test site using a set protocol, the study relied on three types of data. Quantitative data focusing on the nature of professional learning community activities were collected from core academic 6th, 7th, and 8th grade teachers using Garet et al.'s (1999) Teacher Activity Survey. Qualitative data were collected from interviews with a purposefully selected group of ten teachers and from a review of school documents.;A comparative analysis of quantitative and qualitative data indicated that significant differences existed between grade levels in terms of the impact of professional learning community activities on teacher improvement, and that 6th and 7th grade teachers exhibited high degrees of professional improvement as a result of participation in PLC activities. The efficacy of professional learning community activities depended on a number of factors, including leadership and organizational practices, the substantive details of PLC activity meetings, the nature of conversations in PLC activities, and the development of community among PLC teams.
机译：使用最近关于组织行为和专业发展研究的理论模型，本并发三角剖分法的目的是混合方法案例研究，详细描述第一年核心中学教师的专业学习社区活动与教师进步之间的关系。学校采用DuFour（2004b）的专业学习社区原则。具体而言，该研究集中在三个方面：专业学习社区活动的特征，这些活动与教师的内容，教学知识和技能的变化以及教师教学实践的变化有关系；与教师年级，学科领域和教学经验相关的专业学习社区活动的有效性；以及影响专业学习社区活动有效性的组织和领导因素。该研究采用了案例研究的形式，并重点研究了采用杜佛（DuFour，2004b）专业学习社区原则的初中。在使用设定的协议选择合适的测试地点后，研究依赖于三种类型的数据。使用Garet等人（1999年）的“教师活动调查”，从核心学术6、7和8年级教师那里收集了专注于专业学习社区活动性质的定量数据。定性数据是从有针对性的十位教师组成的小组访谈中以及从学校文件的审查中收集的；对定量和定性数据的比较分析表明，就专业学习社区活动对教师的影响而言，年级之间存在显着差异。教师的进步，由于参加PLC活动，六年级和七年级的教师表现出很高的专业水平。专业学习社区活动的有效性取决于许多因素，包括领导力和组织实践，PLC活动会议的实质性细节，PLC活动中对话的性质以及PLC团队之间社区的发展。

著录项

  • 作者

    Graham, Parry.;

  • 作者单位

    The University of North Carolina at Chapel Hill.;

  • 授予单位 The University of North Carolina at Chapel Hill.;
  • 学科 Educational administration.;Teacher education.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 220 p.
  • 总页数 220
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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