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A Study on Teachers Professional Learning Communities of Primary and Middle Schools in America

Author: ZhangXueMei
Tutor: YangXiuYu
School: Northeast Normal University
Course: Comparative Education
Keywords: America Primary and Middle Schools Teachers Professional Learning Communities
CLC: G635.1
Type: Master's thesis
Year: 2011
Downloads: 83
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Abstract


The cooperation among teachers is one of the most hot topic in western education, especially along with the rapid development and change in society,people’s requirement of education quality becomes higher and higher, the traditional isolated teachers working model is challenged, thus teachers cooperation becomes popular. The model of teachers’professional learning community provides the opportunity for teachers’ professional development and cooperation. No child left behind act said: each American students should get high quality education, high quality education need high quality teachers, teachers are required to teach each student according to their aptitude and characteristics, teachers should learn continuously, and analysis each student’s characteristic, teach in accordance with individual differences. The argument is teachers not only as users of pedagogical knowledge, but also as creators, disseminators, and preservers of it. In teachers professional learning community, teachers teach around the topic of teaching practice and student’s study ,they communicate, cooperate, through the method of collective inquisition, then find the most effective teaching methods, finally achieve the purpose of improving student achievement.There are four chapters in the main body of this dissertation:The first chapter articulates the idea of teachers’professional learning community, analyzes the history and intention of professional learning community. The intention includes: focus on students learning, the culture of collaboration, practice,through the collective inquiry then get the best practice, action orientation and learning by doing, a commitment to continuous improvement and results orientation.The second chapter discusses the implementation model of teachers’professional learning community, from goals, member(s) constitute, organizational mechanism and collaborative activities these four aspects. The goals of the teachers’professional learning communities are promoting professional development for teachers, and improving students’learning. We can divide the teachers’professional learning communities into three levels: same-subject, same-grade teacher teams; different-subjects, same-grade teacher teams and all of the teachers in school. The principal and the accomplished teacher play an important role in the process. The collaborative activities are diverse, mainly included collective lesson planning, bring student work to the group for shared analysis, and collective inquiry according to the topic.The third chapter analyzes two schools cases. One is the Lincoln Elementary School; the other is the Central Middle School. The implementation effect is good, and has its own characteristics. Only the school educators will place the practice and the concept of professional learning community together, can they carry out activities effectively. The fourth chapter summarizes the characteristics of teachers’professional learning community, and analyzes the shortage effect of implementation. According to the analysis of advantages and disadvantages, provide some references for teachers’cooperation in our country.

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CLC: > Culture, science,education, sports > Education > Secondary education > Teachers and students. > Teachers, head teachers
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