Situating teacher inquiry: a micropolitical perspective
Situating teacher inquiry: a micropolitical perspective
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教师探究情境：微观政治视角
DOI：
10.1080/09243453.2015.1021818
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发表时间：
2016
影响因子：
3
通讯作者：
Morgaen L. Donaldson
中科院分区：
文献类型：
--
作者：
Kimberly Lechasseur;A. Mayer;A. Welton;Morgaen L. Donaldson
专业学习社区（PLC）已成为各种形式的流行战略（例如，数据团队，年级团队）和各种冠军（例如，地区领导人、大学研究人员、教师倡导者）。虽然执行良好的PLC已被证明分配领导，民主调查进程和问责的要求之间的紧张关系仍然没有得到充分的研究。本研究通过对美国6所城市小学和中学教师调查倡议的案例研究，探讨了教师调查如何位于冲突的学校优先事项和竞争的权力结构对PLC的影响。数据收集超过3年的PLC实施。地区官员、校长、改革教练和每个地方的教师参加了300多次访谈、定期实地考察和年度教师调查。权力结构的影响-如地区的任务，问责的压力，和主要领导-出现了强烈的主题，在教师的叙述，这意味着什么“做”调查在他们的PLC。
Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and the demands of accountability remain understudied. This study asks how teacher inquiry is situated within conflicting school priorities and the impact of competing power structures on PLCs through a case study of a teacher inquiry initiative at 6 urban elementary and middle schools in the US. Data were collected over 3 years of PLC implementation. District officials, principals, reform coaches, and teachers at each setting participated in more than 300 interviews, regular site visits, and annual teacher surveys. The influences of power structures – such as district mandates, accountability pressures, and principal leadership – emerged as strong themes in teacher narratives of what it means to “do” inquiry in their PLCs.