Developing a Professional Learning Community Model for Secondary Precalculus Teachers: A Model for Teacher Professional Growth

为中学预科教师开发专业学习社区模型：教师专业成长模型

• 批准号: 0353470
• 负责人: Patrick Thompson
• 金额: --
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-05-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0353470&HistoricalAwards=false
• 关键词: Developing; Professional; Learning; Community; Model

This five-year project, entitled "Developing a Professional Learning Community Model for Secondary Precalculus Teachers: A Model for Teacher Professional Growth," will produce a model for a Professional Learning Community (PLC) for pre-calculus teachers in secondary schools. It will generate research knowledge from cycles of (1) defining, (2) studying and (3) refining the model and its components. The project leadership team will then be able to describe the support structure, group processes and tools needed to assist secondary pre-calculus teachers in providing high quality instruction for their students. PLC tools will be developed and refined to facilitate Teachers' "reflection-on-students'" thinking and reasoning relative to the major concepts of pre-calculus mathematics. The activities of the PLCs will also support teachers' continued conceptual and mathematical development, while promoting reflections on the effectiveness of their classroom practices. The leadership team expects that the teachers' rich reservoir of new knowledge and understandings will be observable in the ways in which they orchestrate learning experiences for their students. They anticipate qualitative improvements in their classroom practices (perceivable in their questions and questioning patterns, the design and substance of their tasks, the conceptual focus of their exams), resulting in improved learning in their students. Implementation of this model will produce a set of research-developed tools to assist individual schools in devising and implementing a plan to support secondary teacher professional growth.

这个为期五年的项目名为“为中学微积分前教师开发专业学习社区模式：教师专业成长模式”，将为中学微积分前教师开发专业学习社区模式。 它将从（1）定义，（2）研究和（3）完善模型及其组件的循环中产生研究知识。 然后，项目领导团队将能够描述所需的支持结构，小组流程和工具，以协助中学微积分前教师为学生提供高质量的教学。PLC工具将被开发和改进，以促进教师的“反思学生”的思想和推理相对于微积分数学的主要概念。 PLCs的活动还将支持教师持续的概念和数学发展，同时促进对课堂实践有效性的反思。 领导团队希望教师丰富的新知识和理解能够通过他们为学生组织学习体验的方式来观察。 他们期望在课堂实践中取得质的改进（在他们的问题和提问模式、任务的设计和实质、考试的概念重点中可以感知到），从而改善学生的学习。 这一模式的实施将产生一套研究开发的工具，以协助个别学校制定和实施一项计划，以支持中学教师的专业发展。