中国大陆教师专业学习社群的内涵与发展——基于对上海市中小学的调查研究

Exploring the Nature and Development of Professional Learning Communities in China's Mainland: A Survey on Schools of Shanghai

国际上越来越多的研究表明,专业学习社群能够促进教师专业发展及推动学校变革。本研究对专业学习社群进行概念化,并基于中国的学校背景,探索出一套教师专业学习社群的表现指标,对上海市7所中小学进行抽样调查。运用主成分分析法对数据进行分析,得到适用于中国大陆的指标体系,并进一步分析教师专业学习社群的内涵与发展状况。研究发现,所调查的学校在教师合作学习、专业能力、校长领导、结构支持方面均具有良好的表现,且组织变革障碍不大。可通过改善校长领导和结构支持,控制学校内部的组织变革障碍等途径促进教师合作学习和专业能力的发展,以进一步促进教师专业学习社群的发展。

International studies consistently show that professional learning communities （PLCs） contribute significantly to teacher development and school reform. In this study, the authors conceptualized a framework for PLCs and developed a survey instrument to assess its practices in the Chinese schools context. A questionnaire survey was conducted in seven secondary and primary schools in Shanghai. Principal component analysis was used to analyze the data and to explore the existence of subscales that fit for schools in China's Mainland. The development of PLCs in these seven schools was also analyzed. Findings show that the schools＇ performance in terms of teacher professional capacity, collaborative learning, principal leadership, and structural support was good, and organizational reform barriers were relatively low. We suggested that improving leadership and organizational structure, and eradicating organizational barriers are the effective strategies to promote teacher professional capacity and collaborative learning, thus to further develop PLCs in Chinese schools.