Understanding the complexity of teacher interaction in a teacher professional learning community
Understanding the complexity of teacher interaction in a teacher professional learning community
复制标题
了解教师专业学习社区中教师互动的复杂性
DOI：
10.1080/02619768.2014.994058
复制
发表时间：
2016
影响因子：
6.1
通讯作者：
J. Meirink
中科院分区：
文献类型：
--
作者：
E. Sjoer;J. Meirink
在本研究中，我们考察了一个由小学教师组成的专业学习共同体，该共同体开发了一个联合校本科技教育课程。在一个学年的过程中观察了小组会议，并采访了参与的教师和校长。小组合作的一个基本因素是其实现综合的能力，也就是说，教师能够在多大程度上从科技教育的具体经验中抽象出来，以便形成和发展共同的愿景和课程。他们交换了许多例子，并能够创造一个共同的想法，突出他们的方法来教这个学校的主题的关键要素。然而，教师在决定校本课程应界定在哪一个层次时，却遇到困难。这个团队的合作成果进行了讨论的领导和科技创新的目标。
In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team’s collaboration was its ability to achieve synthesis, that is, the extent to which the teachers were able to abstract from concrete experiences in S&T education in order to formulate and develop a shared vision and curriculum. They exchanged many examples and were able to create a shared idea highlighting critical elements in their approach to teaching this school subject. However, the teachers experienced difficulties in determining the level at which a school-based curriculum should be defined. The outcomes of this team’s collaboration are discussed in terms of leadership and the aims of the S&T innovation.