什么样的“共同体”可以称作教师专业学习共同体——对教师专业学习共同体理论的审视与反思

What Kind of “Community” Counts as Professional Learning Community?——A Re-examination and Reflection on the Teachers' Professional Learning Community Theory

从成员资格的异质或同质、如何理解共同体中的冲突、如何保障教师个体性和专业自主权以及共同体中行政结构因素与制度化的必要性等几个方面,本文重新审视和反思了教师专业学习共同体理论原有的标准或理念,例如,共享价值观、和谐的同侪关系、集体行动与合作、去行政化等。本文希望借此打破关于专业学习共同体的浪漫化、想当然的认识和想象。教师专业学习共同体这一看似单一的概念中,蕴含着多样化的理解,不应刻意追求理论概念的清晰性而放弃概念背后丰富的实践形态。

Through discussing the membership of community, how to understand and manage the conflict in community, how to protect teachers＇ professional autonomy in community and the necessity of administrative factors and institutionalization, the paper questioned the popular criteria or philosophy of teachers＇ professional learning community. Whereby, certain romantic and take-for-granted beliefs on professional learning community should be broken up, and the myth and imagination about community would be eradicated. Meantime, some core standards of professional learning community, such as, shared values, harmonious relationships, de-privatized action and collaboration, have been re-examined and re-evaluated. The paper argues that diverse understanding and complex practices would be hided under the seemingly single concept, professional learning community, and artificially pursuing the clarity of theoretical concepts is not desirable, because rich practical patterns embedded in the concept would be lost unconsciously.