Creating a professional development school : English curriculum development in a Japanese high school through university-school collaboration :

尽管目前关于普通教师教育的文献强调了创建专业发展学校的重要性，但关于这种专业学习社区实际上是如何创建的，几乎没有文献记载。在外语教师教育领域，尽管Freeman和Johnson(1998)主张重新构思语言教师教育的知识基础，包括学校背景、教师和实践，但很少有人在这三个方面的框架内进行研究。特别是，除了一些研究(例如，Kleinsasser，1993；Sato，2000；2002；Sato&Kleinsasser，2004)，“社会、文化和制度背景下的教师学习”(p.397)还没有被探讨。本研究利用访谈、课堂观察、调查和文献等多种数据来源，旨在揭示英语作为外语的教师是如何在与超级…建立学习社区的过程中挣扎和合作的这项研究描述了日本一所高中英语系的教师如何在县政府实施的项目中挣扎，并经历了困难，以重振他们的课程。诚然，由于自上而下的倡议，教师最初被迫致力于课程振兴，这些教师曾多次抵制和挣扎于这些项目。然而，这些教师在大学教师的支持下为相同的目标进行的合作越多，特别是在第二个项目中，他们就越能体验到成功的教学实践。随着老师们确认学生取得了更好的成绩，他们开始开发材料并相互分享。从这一点来看，这些教师在他们的学校背景下创造了许多教师学习机会，因为他们作为一个团队致力于课程振兴。研究结果表明：(1)教师不愿改变自己的英语教学观念。(2)改变评价和制定连贯的评价标准成为发展教师实践的催化剂。(3)创建每周例会是有效的，但还不够。(4)教师逐渐承担风险，就教学问题进行更多的交流，(5)跟踪学生成绩数据建立了教师信心。(6)在大学教师的支持下，教师合作鼓励教师承担更多风险，促进教师在职学习。(7)教师学习使学生学习得更好。综上所述，本研究揭示了这些教师在努力奋斗、经历冲突、彼此同意和不同意，并一点点尝试新做法的过程中，一直在将他们的工作场所转变为询问的场所。换句话说，这些老师一直在把这所学校从一个薄弱的教学文化转变为一个学习型组织或专业发展学校。较少

Although the current literature in general teacher education emphasizes the importance of creating a professional development school, there has been little documentation as to how such a professional learning community is actually created. In the area of foreign language teacher education, although Freeman and Johnson (1998) advocate a reconceptualization of the knowledge base of language teacher education, including the school context, the teacher, and practices, few studies have been conducted within this three-way framework. In particular, "teacher learning within the social, cultural, and institutional contexts" (p.397) has not been explored except for a few studies (e.g., Kleinsasser, 1993 ; Sato, 2000 ; 2002 ; Sato ＆ Kleinsasser, 2004). Using multiple data sources including interviews, classroom observations, surveys, and documents, this study aims at revealing how English as a Foreign Language (EFL) teachers struggled and collaborated to develop a learning community with the sup … More port of a university teacher in a Japanese public high school over the past five years.This study has described how teachers in an English department in a Japanese high school struggled with projects implemented by the prefectural government and went through difficulties in order to revitalize their curriculum. It was true that teachers were forced to work on curriculum revitalization at first due to the top-down initiatives and there were many times when these teachers resisted and struggled with the projects. Yet, the more these teachers collaborated with the support of a university teacher toward the same goals, particularly in the second project, the more they experienced successful teaching practices. As the teachers confirmed better student outcomes, they began to develop materials and share them with one another. From this point of view, these teachers generated many teacher learning opportunities within their school context, as they worked on their curriculum revitalization as a team. The following are the implications :(1) Teachers were resistant to changing their beliefs about English language teaching and learning.(2) Changing assessment and making coherent assessment criteria became a catalyst to develop teachers' practices.(3) Creating a weekly meeting was effective but not enough.(4) Gradually, teachers took risks, communicated more about teaching, and moved away from the textbook.(5) Keeping track of student-achievement data built up teacher confidence.(6) Teacher collaboration with the support of a university teacher encouraged teachers to take more risks and facilitated on-the-job teacher learning.(7) Teacher learning led to better student learning.In summary, this study revealed that these teachers have been transforming their workplace into a site for inquiry as they struggled, went through conflict, agreed and disagreed with one another, and tried out new practices little by little. In other words, these teachers have been transforming this school from a weak teaching culture into a learning organization or a professional development school. Less