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121.
The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers’ value orientations. Based on data obtained from 408 professional learning teams in Singapore schools, cluster analysis identified three types of professional learning teams: highly engaged, moderately engaged and less engaged. These three profiles differ mainly in terms of level of endorsement for the four measures of professional learning engagement (collective focus on student learning, collaborative learning, reflective dialogue and shared values and vision). Results revealed that highly engaged professional learning teams reported the highest levels of endorsement for all four engagement measures. Teachers among the learning teams in the highly engaged profile reported a significantly higher level of uncertainty avoidance than those in the moderately engaged and less engaged profiles. Teachers in the less engaged profile also reported a significantly higher level of power distance than those in the highly engaged teams. Multinomial logistic regression analysis found that team power distance and team uncertainty avoidance were significant predictors of engagement profile membership. The implications for fostering effective teacher development through more systematic support of PLC are discussed. 相似文献
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This mixed-methods study employed Hargreaves and Fullan’s (Professional capital: transforming teaching in every school, Teachers College Press, New York, 2012) concept of professional capital to re-examine whether professional learning communities (PLCs) transformed instructional practices in contexts that endorse hierarchical cultures. PLCs that facilitate transformational change in instructional practices empower teachers to embrace ambiguity, conflict, and risk to improve both student and teacher development. In contrast, PLCs that disseminate instructions for implementation produce reifying change. The findings illustrated that, in Singapore’s hierarchical cultural context, teachers participating in PLCs with high professional capital demonstrated transformational practice. These PLCs differed from most others in teacher cultural disposition toward uncertainty, unequal relationships, and risk. The findings imply that PLCs have the potential to support transformational change in practice, even when the cultural context endorses hierarchical relationships. However, this potential is moderated by the teacher cultural dispositions that prevail in PLCs. PLCs that possessed medium professional capital were the majority, demonstrating efforts to reify instructional change. Low professional capital PLCs also differed in teacher cultural disposition from the middle majority, but demonstrated neither the transformational practices of high professional capital PLCs, nor the reifying practices of medium professional capital PLCs. Recommendations are given in this paper to PLCs situated in similar hierarchical cultures on the types of adjustments required to support transformational change in practice. 相似文献
123.
Sylvia Yee Fan Tang May May Hung Cheng Winnie Wing Mui So 《Asia-Pacific Journal of Teacher Education》2006,34(2):223-244
Professional standards in teaching are developed in many education systems, with professional learning and quality assurance being the central purposes of these standards. This paper presents an initiative in developing a professional development progress map (hereafter, progress map) within a learning‐oriented field experience assessment (LOFEA) framework. The article examines the use of a progress map to support professional learning in teaching supervision in the field experience of a teacher education programme. Views of users, including 16 tertiary supervisors and 21 teacher participants of the in‐service programmes, were collected. Issues relating to supporting student teachers' professional learning with standards‐referenced assessment, are discussed around four themes, namely intention, instrumentation, interpretation and implementation. 相似文献
124.
Bonnie Wing‐Yin Chow Catherine McBride‐Chang Him Cheung 《Journal of Research in Reading》2010,33(3):284-301
This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language. 相似文献
125.
Kwok Chi Ng David Murphy Winnie Jenkins 《International Journal of Lifelong Education》2013,32(5):462-473
This study outlines what 29 part-time adult learners perceive as effective teacher (tutor/instructor/lecturer) practice in supporting their learning. The positive characteristics of teacher support from the students' perspective are first examined, and then what they found to be disappointing. Finally, the underlying themes that emerge are considered and the data is subjected to a holistic interpretation. Overall, the study confirmed the usefulness of a framework developed from a consideration of literature on learner-centred education and students' conceptions of learning. The investigation was able to reveal both key differences between and key similarities among the groups of students. The differences relate to conceptions of the roles and responsibilities of both students and teachers, while the similarities relate to the relationships between the parties in the teaching and learning environment. The implications for tutors/lecturers in improving their support to their students are highly significant. However, the most challenging task in establishing a learner-centred context is to influence students' learning conceptions and help them take a more active role in their learning. 相似文献
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