The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis
The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis
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专业学习社区及其教师领导者的发展：活动系统分析
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Meg Trucano
中科院分区：
文献类型：
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作者：
Julianne C. Turner;Andrea L. Christensen;Hayal Z. Kackar;Sara M. Fulmer;Meg Trucano
专业学习社区可以成为教师学习和教学改进的有效工具，部分原因是它们有助于改变专业文化。然而，人们对这些变化是如何发生的知之甚少。我们使用活动系统分析，调查专业学习社区的发展和他们的教师领导（N = 9）的访谈和观察超过2年。活动系统分析使研究人员能够通过发现活动中的系统关系，指定系统中的矛盾，并阐明结果来理解复杂的定性数据集的变化。由此产生的活动系统照亮了一个主要是私人的，自主的，平等的文化，新生的合作，反思和共同的价值观，以及教师领导的机构的发展之一的转变。
Professional learning communities can be effective vehicles for teacher learning and instructional improvement, partly because they help change professional culture. However, little is known about how these changes occur. We used activity systems analysis to investigate the development of professional learning communities and their teacher leaders (N = 9) based on interviews and observations over 2 years. Activity systems analysis enables researchers to understand change within complex qualitative data sets by finding systemic relations within the activity, specifying contradictions in the system, and explicating outcomes. The resulting activity system illuminates the transformation of a mostly private, autonomous, and egalitarian culture to one of nascent collaboration, reflection, and shared values, as well as teacher leaders’ development of agency.