The Development of Teacher Professional Learning Community –The Experience of An Elementary School's Reading Community
| Autor: | Jia-Feng Li, 李佳鳳 |
|---|---|
| Rok vydání: | 2017 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 105 Case study is the main research method employed in this study, and the case chosen in the study is a TPLC of reading at an elementary school. The research subjects are gradually developed through literature review, interview with members of the reading community concerned, observation records, analyses of related documents, and the researcher’s reflective journals. By investigating the operational process of Fu-Qi elementary school’s reading community, the study indicates quandaries and countermeasures that the teacher professional learning community encounters. Via analyzing and assorting the research data, this study resulted in the following conclusions: 1.TPLCs are promoted in accordance with related government policies and school evaluations. The way the reading community operates affects single-subject teaching along with lesson preparation, observation, and briefing within the learning community. 2.Interaction and communication within a TPLC become faster and easier because of instant messaging software and social network platforms. 3.Quandaries of a TPLC result from personnel change, coordinator’s leadership, restrained operational modes, and the constraints of time and space. 4.Quandaries of a TPLC should be converted into motivational power that advances the community. The objective can be achieved by affirming member dedication, change of coordinator recruitment, offering necessary support, utilizing instant messaging software and collaborative platforms. Based on the above-mentioned conclusions, the following suggestions are given. 1.School administration should open-mindedly create a quality space for discussion and offer all resources to support TPLC-maintenance. 2.TPLC plans should effectively integrate community objectives, mechanisms, operational modes, schedule, expected benefits, and specific evaluations. 3.Labor-division network is built based on each individual’s specialty in order to create coherence within the teaching community. 4.TPLC-maintenance requires “belief and trust”, “listens and dialogues ”, and emphasizes members’ communication interchanges. 5.TPLCs should create a digital database and computerize management systems to maximize its benefits. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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