从中国幼儿教师视角看专业学习共同体的核心特征：基于扎根理论分析
What are the core features of professional learning community in Chinese preschool teachers' perspectives: based on grounded theory analysis.
作者信息
Yang Jia, Zhang Yifan, Zhou Yibin, Ji Yulin
机构信息
Department of Early Childhood Education, Fujian Preschool Education College, Fuzhou, China.
College of Education, Fujian Normal University, Fuzhou, China.
出版信息
Front Psychol. 2023 Sep 12;14:1177321. doi: 10.3389/fpsyg.2023.1177321. eCollection 2023.
INTRODUCTION
Professional learning community (PLC) has been concerned as an effective way to promote teacher professional development in China. However, PLC must be optimized due to Chinese culture and education system. This study aimed to explore the features of PLC in preschool teachers' perspectives and provided theoretical basis for PLC localization practice.
METHODS
Twenty-eight preschool teachers were engaged in a PLC, their interview data and personal reflection diaries were collected and analyzed based on grounded theory analysis.
RESULTS AND DISCUSSION
Five core features of PLC in teachers' perspectives were extracted in this study, including a common vision, a read-practice-share flow, continuous reflection, distributed leadership, peer and organizational support. PLC's common vision is to promote teachers' professional development and children's development. Teachers learn and reflect in the process of "reading-practice-sharing," peer support and leadership empowerment play an important role in a sustainable PLC.
引言
专业学习共同体（PLC）在中国一直被视为促进教师专业发展的有效途径。然而，由于中国文化和教育体系的原因，PLC必须进行优化。本研究旨在从幼儿教师的角度探索PLC的特征，为PLC本土化实践提供理论依据。
方法
28名幼儿教师参与了一个PLC，基于扎根理论分析方法收集并分析了他们的访谈数据和个人反思日记。
结果与讨论
本研究从教师角度提取了PLC的五个核心特征，包括共同愿景、阅读—实践—分享流程、持续反思、分布式领导、同伴与组织支持。PLC的共同愿景是促进教师专业发展和儿童发展。教师在“阅读—实践—分享”过程中学习和反思，同伴支持和领导力赋能在可持续的PLC中发挥着重要作用。
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