Effective professional learning communities? The possibilities for teachers as agents of change in schools
Effective professional learning communities? The possibilities for teachers as agents of change in schools
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有效的专业学习社区？
DOI：
10.1002/berj.3025
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发表时间：
2014
影响因子：
2.3
通讯作者：
Cate Watson
中科院分区：
文献类型：
--
作者：
Cate Watson
专业学习共同体(PLC)的概念已被学校广泛接受，作为教师从事专业发展的手段，从而促进学生的学习。然而，这个词已经变得如此普遍，以至于可能会失去所有的意义，甚至更糟糕的是，在一个狭隘的定义范围内将“教师学习”具体化，从而忽视了支撑它的本质上有争议的概念。因此，本文的主要目的是(重新)审视支撑PLC作为教师主导的学校变革的载体的假设，以对抗和扰乱关于教师学习的自满和潜在破坏性的经验共识。本文考察了文献中所认定的“有效的”专业学习共同体的特征和属性，指出了专业、学习和社区这三个术语所体现的紧张和矛盾。本文考虑了这一分析对实践的影响，并通过对“学校改进”的本质以及PLC在实现这一点上的作用的一些见解来得出结论。
The concept of the professional learning community (PLC) has been embraced widely in schools as a means for teachers to engage in professional development leading to enhanced pupil learning. However, the term has become so ubiquitous it is in danger of losing all meaning, or worse, of reifying ‘teacher learning’ within a narrowly defined ambit which loses sight of the essentially contestable concepts which underpin it. The primary aim of this paper is therefore to (re-)examine the assumptions underpinning the PLC as a vehicle for teacher led change in schools in order to confront and unsettle a complacent and potentially damaging empirical consensus around teacher learning. This paper examines the characteristics and attributes of the ‘effective’ professional learning community as identified in the literature, drawing out the tensions and contradictions embodied in the terms professional, learning and community. The paper considers the implications of this analysis for practice, and concludes by offering some insights into the nature of ‘school improvement’, and the role of PLCs in realizing this.