There has been an evolution in the teacher professional learning literature on what constitutes effective process. This evolution has seen a shift from a focus on the design elements to the theory of action that integrates and drives these disparate elements to create effective professional learning. This study argues that a focus on a theory of action can be enhanced when the construct of teacher collective efficacy is considered in relation to teacher professional learning. This study examined how participation in a collaborative professional learning model for primary science impacted on the teachers’ sense of their collective efficacy in a specific context in Australia. Data from interviews, professional learning sessions, written reflections and classroom observations of a group of 12 primary teachers were analysed using the construct of teacher collective efficacy. The evidence from this case study suggests that teacher collective efficacy employed as a conceptual framework may be a useful design heuristic that might enhance the quality of a teacher’s professional learning experience.

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使用教师集体效能作为教师专业学习的概念框架——案例研究

在教师专业学习文献中，关于什么是有效过程，已经有了演变。这种演变见证了从关注设计元素到行动理论的转变，整合并驱动这些不同的元素以创建有效的专业学习。本研究认为，当教师集体效能的建构与教师专业学习相关时，可以加强对行动理论的关注。本研究调查了参与初级科学的协作专业学习模式如何影响教师在澳大利亚特定环境中的集体效能感。来自面试、专业学习课程的数据，使用教师集体效能结构分析了一组 12 名小学教师的书面反思和课堂观察。本案例研究的证据表明，作为概念框架使用的教师集体效能可能是一种有用的设计启发式方法，可以提高教师专业学习体验的质量。