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Development of professional learning communities through action research: understanding professional learning in practice
Educational Action Research Pub Date : 2020-12-02 , DOI: 10.1080/09650792.2020.1854100
Peter Johannesson 1
Affiliation  

ABSTRACT

This paper explores professional learning as teachers engage in action research to improve their practices. Despite many contributions on professional learning communities and their effects on school improvement, there is less research on how they are developed and how teachers learn collectively. Using a social theory of learning, three dimensions of communities of practice are used to analyse and describe the qualities of learning groups, where teachers participate by conducting action research. Findings suggest that when teachers engage in action research, they develop a shared repertoire related to the local needs, as well as to the field and traditions of action research. In turn, the repertoire facilitates collaboration among teachers. However, different understandings of the project affect mutual engagement in the learning groups. This indicates that deficiencies in alignment between the local practice and the practice of action research, affect the group qualities and may hinder the development of a PLC. Hence, this paper argues for the importance of making explicit the learning goals for both the local schools’ improvement work and the new way of working, which is the refinement of the practice. The implications for practice in schools entail making practice visible, including each school’s learning history.



中文翻译:

通过行动研究发展专业学习社区:理解实践中的专业学习

摘要

本文探讨了教师从事行动研究以改进他们的实践时的专业学习。尽管对专业学习社区及其对学校改进的影响有很多贡献,但关于它们如何发展以及教师如何集体学习的研究较少。使用学习的社会理论,实践社区的三个维度被用来分析和描述学习小组的质量,教师通过行动研究参与其中。研究结果表明,当教师从事行动研究时,他们会发展出与当地需求以及行动研究领域和传统相关的共享曲目。反过来,剧目促进了教师之间的合作。然而,对项目的不同理解会影响学习小组的相互参与。这表明当地实践与行动研究实践之间的一致性缺陷会影响群体素质,并可能阻碍 PLC 的发展。因此,本文论证了明确学习目标对于地方学校的改进工作和新的工作方式的重要性,即实践的细化。对学校实践的影响需要使实践可见,包括每所学校的学习历史。

更新日期:2020-12-02
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