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Professional Learning Communities(PLCs)of Chemistry Teachers
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作者 Rachel Mamlok-Naaman 《Journal of Chemistry and Chemical Engineering》 2020年第1期30-36,共7页
The models of Professional Learning Communities(PLCs)are based on principles of learning that emphasize the co-construction of knowledge by learners,who in this case are the teachers themselves.Teachers in a PLC meet ... The models of Professional Learning Communities(PLCs)are based on principles of learning that emphasize the co-construction of knowledge by learners,who in this case are the teachers themselves.Teachers in a PLC meet regularly to explore their practices and the learning outcomes of their students,analyze their teaching and their students’learning processes,draw conclusions,and make changes in order to improve their teaching and the learning of their students.It was found that participation in a PLC influences teaching practice,so teachers become more student-centered.Moreover,the teaching culture improves as the community increases the degree of cooperation among teachers,and focuses on the processes of learning rather than the accumulation of knowledge.This enables students to be innovative,creative,and critical.In addition,trust is developed among the participants,which enables them to discuss and analyze their students’cognitive and affective problems,misconceptions,and learning outcomes. 展开更多
关键词 teachers’professional development professional learning communities(PLCs) professional learning communities close to home action research diagnostic questions
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FROM TEACHER GROUP TO LEARNING COMMUNITY:TOWARDS AN INTEGRATED FRAMEWORK FOR STUDYING COLLEGE ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT 被引量:3
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作者 刘永灿 《Chinese Journal of Applied Linguistics》 2007年第5期75-83,129,共10页
Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professio... Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professional growth.This paper,therefore,is intended to build up a theoretical and analytical framework for a large-scale on-going study that looks at college English teachers' professional development from a sociological and anthropological perspective.The notion of learning community constitutes the core of the theoretical framework that orients the author's understanding of the tensions and conflictions in teachers' socialization into the teacher community within the context of radical change.In particular,the literature on three dimensions of the learning process is critically reviewed,i.e.personal dimension,interpersonal dimension and organizational dimension. 展开更多
关键词 community of practice learning community teacher professional development teacher learning in work context
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Unpacking the Relationship Between Teachers’Perceptions of Professional Learning Communities and Differentiated Instruction Practice 被引量:1
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作者 Sally Wai-Yan Wan 《ECNU Review of Education》 2020年第4期694-714,共21页
Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education co... Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI. 展开更多
关键词 Cluster analysis differentiated instruction(DI) Hong Kong professional learning communities(PLCs) teacher leadership
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Professional Learning Communities in Private Schools in Bahrain and Oman:Reflection on Two Cases
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作者 Osama Al Mahdi Marloes De Munnik +1 位作者 Luke Meinen Marissa Green 《ECNU Review of Education》 2023年第3期469-484,共16页
Highlights•This study explores features of professional learning community(PLC)models in the educational contexts in Bahrain and Oman.•Findings based on the case studies of PLCs in two private schools in Bahrain and O... Highlights•This study explores features of professional learning community(PLC)models in the educational contexts in Bahrain and Oman.•Findings based on the case studies of PLCs in two private schools in Bahrain and Oman,and theoretical input from international PLC literature has implications for policy and practice.•Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre-and in-service teacher training programs,adapting best international PLC practices to the specific educational contexts of Bahrain and Oman,preparing school principals to lead PLC in their schools,providing human and financial support to these communities,and making school cultures more collaborative.•This study highlights the importance of the PLC approach,expands the existing conceptual/analytical framework,demonstrates how this approach is being used in two schools,and encourages other practitioners and researchers to embrace PLC. 展开更多
关键词 Education policy educational leadership Gulf region POLICY professional learning community teacher professional development
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“I Cannot Dance Upon My Toes”: A Case Study Into Teacher Learning Through Participating in an English Teaching Contest in China 被引量:1
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作者 许悦婷 《Chinese Journal of Applied Linguistics》 SCIE 2017年第4期353-370,470,共19页
The professional development of College English (CE) teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continu... The professional development of College English (CE) teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development (CPD) activities have been conducted (e.g., national teaching contest) to improve CE teachers' teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher's (]anna, pseudonym) experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher's conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development. 展开更多
关键词 teacher learning continuous professional development (CPD) community of practice (COP) teacher identity college English (CE) teachers
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专业学习共同体背景下高校外语教师职业倦怠研究 被引量:17
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作者 唐进 《现代外语》 CSSCI 北大核心 2020年第2期260-271,共12页
本研究采用结构方程模型,对来自全国7个省,47所高校的220份有效问卷进行分析。结果表明,高校外语教师专业学习共同体不仅能对教师职业倦怠产生直接负效应,还能通过对教师专业认同的正向影响,降低教师职业倦怠水平,即教师专业认同在教师... 本研究采用结构方程模型,对来自全国7个省,47所高校的220份有效问卷进行分析。结果表明,高校外语教师专业学习共同体不仅能对教师职业倦怠产生直接负效应,还能通过对教师专业认同的正向影响,降低教师职业倦怠水平,即教师专业认同在教师专业学习共同体与教师职业倦怠的关系中发挥了中介效应。本研究建立的模型拟合度好,达到拟合优度模型水平。 展开更多
关键词 教师专业学习共同体 教师专业认同 教师职业倦怠 中介效应 结构方程模型
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