ABSTRACT

Continuous professional development is necessary for teachers to stay current with teaching and learning. However, teachers face tensions when they engage in such activities. From the sociocultural and distributed leadership perspectives, this case study investigates how a school, recognised for its excellence in staff well-being and development, reconciles such tensions. The systematic and efficient school administration and distributed leadership empower teachers to plan and chart their own professional development activities. It is evident that teachers from the school are empowered via open communication with their respective teacher coordinators to plan and chart their professional development. Relevance and practical use of content of professional development are most important to teachers. More time and resources have been devoted for better quality training for teachers. There is also a shift towards network learning communities where teachers learn from one another within the school and across schools, although teachers still attend courses.

摘要

教师需要不断的专业发展才能与教学和学习保持同步。然而，教师在从事此类活动时会面临紧张局势。从社会文化和分布式领导的角度来看，本案例研究调查了以卓越的员工福利和发展而闻名的学校如何调和这种紧张局势。系统高效的学校管理和分布式领导使教师能够规划和制定自己的专业发展活动。很明显，学校的教师通过与各自的教师协调员的公开交流获得授权，以规划和绘制他们的专业发展。专业发展内容的相关性和实际应用对教师来说最为重要。已投入更多时间和资源为教师提供更优质的培训。还有一种向网络学习社区的转变，教师在学校内和跨学校相互学习，尽管教师仍然参加课程。