自上世纪80年代以来，全球范围内掀起了一系列的教育改革浪潮。学校变革能力的不足，成为各国教育改革面临的最大挑战。专业学习社群的出现，为整体提升学校改革能力带来了希望。而专业学习社群概念产生于西方，已有关于专业学习社群的研究也大多基于西方的教育情境，对于具有丰富教师合作实践的中国学校的研究很少。 / 本研究采用混合研究取向，探讨课程改革背景下中国大陆上海学校教师专业学习社群的特点及对教师发展的影响。首先对10所学校的教师进行个案研究，初步探索专业学习社群的特点与影响。在此基础上提出适用于上海情境的专业学习社群及其影响的概念框架，并据此形成专业学习社群特点及效果问卷，对31所学校进行调查，以验证和修订概念框架，并考察专业学习社群对教师发展的影响。研究进一步选取4所有代表性的学校进行深入的个案研究，探究专业学习社群影响教师发展的过程，并分析影响专业学习社群效果及发展水平的因素。问卷调查、深度访谈、非参与式观察和文件收集是获取资料的主要手段。 / 研究发现上海学校教师专业学习社群在个体层面表现出集体探究与分享、共享目标与责任两个特点，在组织层面表现出支持性领导、文化支持、组织结构、文化障碍、制度障碍五个特点，从而揭示出上海学校专业学习社群的独特特点。上海学校专业学习社群在整体上具有良好的发展水平，对教师发展产生了显著的促进作用，包括增强教师的教学效能，提高其对学生学习的承诺水平，并提升工作满意度。发展水平高和发展水平低的专业学习社群对教师发展的影响存在一定的差异，前者更能促进全体教师的发展与变革，并对教学与学生学习产生积极影响。这是因为高发展水平的专业学习社群与教师的日常教学实践紧密相关，并强调平等对话和民主交流，为教师提供了探究性的学习环境。 / 本研究通过上海学校教师专业学习社群实践回应了专业学习社群的情境依赖性，揭示出专业学习社群与教育改革之间的关系，并丰富了专业学习社群对教师发展影响过程与机制的研究。研究还阐述了不同于合作文化和硬造合作的系统、协调的专业学习社群发展取向，从而为理解专业学习社群提供了新的理论视角。基于研究所见，为进一步促进上海学校教师专业学习社群的发展，不仅要加强学校层面在领导、文化和结构上的支持，也要强化地区教育部门在政策制度、领导和资源上对专业学习社群的支持。 / Since the 1980s, a wave of educational reform has shown up on a global scale. One of the biggest challenges faced by various countries is the lack of schools’ reform capacity. The concept of professional learning community (PLC) seems promising for the improvement of schools’ comprehensive change capacity. While the idea of PLC originates in the western world and the majority of existing research has been based on western contexts, the concept and practice of PLCs in Chinese schools where there are rich experiences in terms of teacher collaboration have largely been ignored. / The present study is located within the context of curriculum reform in Mainland China. Adopting a mixed-method approach, this study examines the characteristics of teachers’ PLCs in schools in Shanghai and their impacts on teacher development. First, semi-structural interviews with teachers in ten schools were conducted to preliminarily explore the characteristics and influences of PLCs in Shanghai schools. Based on this, a conceptualization of PLC was initiated, and a questionnaire was developed accordingly. The author conducted a questionnaire survey of teachers in thirty-one schools to verify and modify the conceptualization of PLC and examine its impact on teacher development. After that, four representative schools were selected and in-depth case studies were implemented, to further investigate how PLCs impacted teacher development and what the key factors were in this process. Questionnaire survey, in-depth interview, non-participatory observation, and document collection were the main methods to collect data. / Results show that teachers’ PLCs in Shanghai schools could be conceptualized in individual level in terms of collective inquiry and sharing and shared goals and responsibility, and organizational level in terms of supportive leadership, cultural support, organizational structures, cultural barriers and institutional barriers, which indicates the unique characteristics of PLCs in Shanghai schools. Teachers’ PLCs in the schools in Shanghai performed well in general, and significantly improved teacher development, including their teaching effectiveness, commitment to student leaning, and job satisfaction. There were differences between high-level PLCs and low-level PLCs in terms of their influences on teacher development, i.e. the former had a greater role in promoting the whole teachers’ development and reform, and also their teaching practices and student learning. This is because high-level PLCs focused on teachers’ teaching practices and emphasized equal dialogue and democratic exchanges, which provided favorable environment for teachers’ inquiry and learning. / This study, by presenting the practices of PLCs in the schools in Shanghai, responded to the context specificity of PLCs, disclosed the relationship between PLCs and education reform, and enriched existing research on the influence process and mechanism of PLCs on teacher development. The study also identified a systematic and coordinated approach to develop PLCs, which was different from collaborative culture and contrived collegiaty and thus provided a new theoretical perspective for us to understand the concept of PLC. To further promote the practices of PLCs in the schools in Shanghai, support at both the school level such as leadership, culture and structure, and the district level such as policy, leadership and resources need to be strengthened. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張佳. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 305-339). / Abstracts also in English. / Zhang Jia.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_1202863 |
| Date | January 2015 |
| Contributors | 張佳 (author.), Pang, Nicholas Sun-keung (thesis advisor.), Chinese University of Hong Kong Graduate School. Division of Education. (degree granting institution.), Zhang, Jia (author.) |
| Source Sets | The Chinese University of Hong Kong |
| Language | Chinese, English |
| Detected Language | English |
| Type | Text, bibliography, text |
| Format | electronic resource], electronic resource, remote, 1 online resource (345 leaves) : illustrations, computer, online resource |
| Coverage | 中国, 上海, 中国, 上海, China, Shanghai, China, Shanghai |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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