Teachers' professional learning community and teacher development in the context of curriculum reform: Case studies in Shanghai.

摘要

With the advent of a transitional era, the field of education is likewise undergoing a global reform. However, in retrospect of the educational reforms launched by various countries in the past thirty years, the aspect of class teaching is seldom touched upon. The academia therefore gives increasing emphasis on teachers as well as teachers' communities, and the concept of professional learning community thus comes into being. In the recent years, the studies on professional learning community have been proliferated in the west, and are gradually introduced into our country, but the related empirical studies in China still remain a virgin land.;Mixed methods are adopted in this research, in which the questionnaires are delivered in three cities (including Shanghai) of mainland China in order to know the features and the realization of professional learning community in primary schools in Shanghai. It is then followed a purposeful sampling on the basis of the data analysis from the questionnaires, and four schools will be chosen out as the cases to probe into the relationship between professional learning community and teacher development. The major methods for the data collection include questionnaire survey, in-depth interview, participant observation and document collection.;Based on the result revealed from the questionnaire survey and data of the case studies, it is found that professional learning community, as an introduced concept from the west, has its local significance in primary schools in the three cities of mainland China, supporting the theoretical structure built by the following four professional learning community dimensions---Shared decision making; Shared sense of purpose and focus on student learning; collaborative activity and deprivatized practice; Staff support and cooperation. The features of the abovementioned dimensions also possess their local flavor: degree of the shared decision making is relatively low and the teachers rarely participate in the financial and personnel decision-making, but own more authority within their professional field; secondly, students' exam scores are more emphasized in the aspect of the focus on student learning, but this varies from the schools according to its realization of professional learning community; thirdly, as for collaborative activity and deprivatized practice, collaboration among teaching practice are bolstered by the traditional "teaching research system", nevertheless there is a gap between the system and the actual outcome of the activities; lastly, the uniform teaching research system, to some extent, provides teachers' cooperation with much support, but is overweighed by the collaborative culture among teachers.;After the comparison and contrast of the four schools, it is propounded that in the establishment and developing process of a professional learning community, its core, teachers' collaborative culture, also displays a developmental process from individualism and comfortable collaboration to organizationally induced collegiality and interdependent collegiality. A supportive system is the guarantee of the teachers' collaborative culture; and the key to facilitate the birth of this culture as well as the building of a professional learning community lies on the principals' leadership style which put attention both on the management strategies and the leading strategies.;The professional learning community being the one side, the teachers' development is interactively on the other, and the key platform for their interaction is teacher development activities. The contents of teacher development activities vary in different schools of different realization of professional learning community, and also diverse in the interaction between professional learning community and teachers' teacher development. Meanwhile, the second round curriculum reform in Shanghai being the common backdrop, it on one hand offers three platforms to the interaction between professional learning community and teacher development, and on the other hand is itself affected by this interaction. Especially under the pressure of "moderate empowerment and high responsibility" in the second round curriculum reform, teachers are supported by professional learning community in terms of empowerment and responsibility, and are also aided to seek for their professional identities, which leads to the achievement of teachers' real proactive professional development.