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Balancing tensions in supporting teacher professional learning

机译：平衡支持教师专业学习的紧张局势

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摘要

Understanding teacher professional learning involves a careful consideration of the tension between the larger organizational structures within which teachers are embedded and their local context. On the one hand, teachers are embedded within schools, which are in turn embedded within larger organizational and governing structures that reside at the regional, territorial, or governmental levels, depending on the country. There are a variety of organizational features of schools that support and constrain opportunities for teacher learning in such nested organizations. For example, school-level infrastructures that are not optimally designed to support teachers’ instructional practice can constrain efforts to improve the effectiveness of the existing teaching force within a school organization (Spillane and Hopkins 2013). Moreover, school-level leadership provided by both administrators and teachers, as well as organizational structures, conditions, and resources, is critical for supporting school-wide improvements in teaching and learning (Bryk et al. 2010).
机译：了解教师专业学习涉及仔细考虑教师嵌入的较大组织结构之间的紧张关系及其本地背景。一方面，教师嵌入到学校内，这反过来嵌入在居住在区域，领土或政府层面的较大组织和管理结构中，这取决于该国。学校有各种各样的组织特征，支持和限制在这种嵌套组织中的教师学习机会。例如，没有最佳旨在支持教师教学实践的学校级基础设施可以限制努力，以提高学校组织内现有教学力量的有效性（Spillane和Hopkins 2013）。此外，管理员和教师提供的学校级领导以及组织结构以及组织结构和资源，对于支持教学和学习的学校改善至关重要（Bryk等，2010）。

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