Using teacher learning walks to build capacity in a rural elementary school: repurposing a supervisory tool
Using teacher learning walks to build capacity in a rural elementary school: repurposing a supervisory tool
复制标题
利用教师步行学习来建设农村小学的能力：重新利用监督工具
DOI：
10.1080/19415257.2013.851104
复制
发表时间：
2014
影响因子：
2.1
通讯作者：
Kathleen Topolka
中科院分区：
文献类型：
--
作者：
A. Allen;Kathleen Topolka
本研究采用质性研究方法，考察了北卡罗来纳州一所实施教师学习步行作为专业发展方法的农村小学。根据校长的实践，教师遵循一个协议，合作观察同事的课堂和反思教学。这里提出的研究结果解决了最初更大规模研究的两个核心问题：参与学习散步的教师网络内发生了什么？学校文化会发生什么变化？个别教师在使用学习步行过程几个月后，感到职业上的孤立感减少了。一个更加合作的文化开始发展之间和跨年级从有目的地增加反思对话，分享教学实践和教学策略的直接观察。管理人员认为，学生的参与似乎在增加。研究结果表明，校长和教师谁创造性地适应了传统的个人监督的做法，合作的一个可以建立学校的领导能力和绩效。
This qualitative methods study examined a rural North Carolina elementary school that implemented teacher learning walks as a method of professional development. Adapted from the practice of principal walkthroughs, teachers followed a protocol for collaboratively observing colleagues’ classrooms and reflecting on teaching and learning. The findings presented here address two central questions of the original larger study: what happens within the networks of teachers who engage in learning walks? and what happens to the school culture? Individual teachers felt less professional isolation after several months of using the learning walk process. A more collaborative culture began to develop between and across grade levels from the purposeful increase in reflective dialogue, sharing of instructional practices and direct observation of teaching strategies. Administrators believed that student engagement seemed to be increasing. The findings indicate that principals and teachers who creatively adapt a traditionally individual supervisory practice into a collaborative one can build school capacity for leadership and performance.