教师需要怎样的专业学习共同体?——基于教师教学满意度和教学效能感的调查

What Professional Learning Community Do Chinese Teachers Need? An Investigation on Teachers' Job Satisfaction and Teaching Efficacy

专业学习共同体这一西方舶来概念引入我国教育领域后引起了广泛的关注,研究者多用以解释我国中小学教师的教学研修活动。然而,我国教师教研活动有独特的历史和文化,专业学习共同体在中国情境中呈现出何种特征,是否能够促进教师进一步发展,仍是值得探讨的问题。通过对我国西部三省市的1 008名小学教师进行调查,研究发现,我国教师在有效专业学习共同体各维度上表现较好。通过分析专业学习共同体五要素与教学满意度、教学效能感之间的关系发现,合作活动与关注学生学习对教学满意度和教学效能感均无显著正向影响,共享的目标、分享实践和反思对话特征则在不同程度上积极影响教学满意度和教学效能感。基于数据分析,文章就这一术语在中国文化情境的实践问题,以及如何促进我国教师学习共同体的可持续发展进行了讨论。

An effective professional learning community( PLC) is comprised of five elements:shared sense of purpose, collaborative activity, collective focus on student learning, deprivatized practice, and reflective dialogue. The idea of PLC was originated from Anglo-American countries and it is now fashionable in Chinese contexts. However, few quantitative studies have examined the characteristics of PLC in China and whether PLC could facilitate teacher development. The current study investigated 1008 elementary school teachers from three provinces in western China. The results showed that Chinese teachers scored relatively high on five aspects of PLC. Further, the method of structural equation modeling( SEM) was used to examine the effects of PLC on teaching satisfaction and teaching efficacy. The results showed that collective focus on student learning had no effect on teachers’ satisfaction and efficacy, and that collaborative activity had negative effect on teaching satisfaction. Shared sense of purpose, deprivatized practices and reflective dialogue had different effects on satisfaction and teaching efficacy. The study further discussed the cultural context of implementing PLC in China and how teachers can be better informed by the research of PLC.