A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung
博士 === 國立高雄師範大學 === 成人教育研究所 === 104 === The present study examined two teams that received the “Excellent Teaching Gold Award” in the rural and urban areas of Kaohsiung City, specifically, the Sensual Community and Teldreka Development Community. Based on learning organization, social constructivism...
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博士 === 國立高雄師範大學 === 成人教育研究所 === 104 === The present study examined two teams that received the “Excellent Teaching Gold Award” in the rural and urban areas of Kaohsiung City, specifically, the Sensual Community and Teldreka Development Community. Based on learning organization, social constructivism, and situational learning theory, the present study adopted a qualitative research method to conduct an in-depth interview survey on 17 teachers and principals. The present study aimed to elucidate the development process of teacher professional learning communities in rural and urban areas and compare the differences and similarities in the development processes of these communities. The findings obtained in this study can serve as a reference for the community promotion and professional development of various schools.
The present study categorized the development process of teacher professional learning communities in urban and rural areas into the growing, stabilizing, and prospering stages. Each stage possesses unique development features. Findings indicated that in the urban area, the community was led by the principal using a “top-down” leadership approach and art-related specializations were the focus of development in the growing stage. In the stabilizing stage, teachers exhibited professional autonomy and were empowered, and a division of specialization among peers was exhibited. In the prospering stage, community functioning was institutionalized and the community exhibited professional performance due to local advantages. In the rural area, the community developed spontaneously via a “bottom-up” approach, where small families were comprehensively engaged. In the stabilizing stage, teachers exhibited professional autonomy and improvement, and the integration and division of single disciplines were exhibited. In the prospering stage, community heritage was institutionalized and the community exhibited innovative features due to local advantages. An analysis of the similarities between the development processes of teacher professional learning communities in urban and rural areas showed that both communities achieved sustainable operations because of the institutionalization of community functions, where the content was based on art-related domains. In terms of rural and urban community members, the teachers in both communities exhibited professional autonomy. In addition to unobstructed formal and informal communication and stable collaboration with administration staff, teachers were also able to show the dedication of “education by love.” An analysis of the differences between the development processes of teacher professional learning communities in urban and rural areas showed that the community activation models were different. The urban community exhibited a passive “top-down” model while the rural community exhibited a spontaneous “bottom-up” model. Community compositions were different. The urban community exhibited a one-school-multiple-field community while the rural community exhibited a single-field community. Working models were different. The urban community exhibited professional division while the rural community exhibited integration and division. Empowerment models were different. The urban community exhibited mutual collaboration among peers while the rural community exhibited personal characteristics collaboration. Feedback from society and the value that society placed on urban and rural communities were different. The rural community received significantly more feedback and was valued more. In summary, the present study suggests that both urban and rural communities can focus on the development of art-related fields during community establishment. Moreover, both urban and rural communities can develop their local cultural features based on their local advantages. Finally, principals should conform to “bottom-up” leadership approach, appropriately affirming and praising teacher commitment.
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余嬪 教授 |
author_facet |
余嬪 教授 鍾莉娜 |
author |
鍾莉娜 |
spellingShingle |
鍾莉娜 A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung |
author_sort |
鍾莉娜 |
title |
A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung |
title_short |
A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung |
title_full |
A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung |
title_fullStr |
A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung |
title_full_unstemmed |
A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung |
title_sort |
comparative study of the development of the teacher professional learning communities in urban and rural areas: a case study of two excellent junior high school teaching teams in kaohsiung |
publishDate |
2016 |
url |
http://ndltd.ncl.edu.tw/handle/52r8c4 |
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ndltd-TW-104NKNU51420052019-05-15T22:34:50Z http://ndltd.ncl.edu.tw/handle/52r8c4 A Comparative Study of the Development of the Teacher Professional Learning Communities in Urban and Rural Areas: A Case Study of Two Excellent Junior High School Teaching Teams In Kaohsiung 城鄉教師專業學習社群發展歷程之比較研究-以高雄市二所國中教學卓越團隊為例 鍾莉娜 博士 國立高雄師範大學 成人教育研究所 104 The present study examined two teams that received the “Excellent Teaching Gold Award” in the rural and urban areas of Kaohsiung City, specifically, the Sensual Community and Teldreka Development Community. Based on learning organization, social constructivism, and situational learning theory, the present study adopted a qualitative research method to conduct an in-depth interview survey on 17 teachers and principals. The present study aimed to elucidate the development process of teacher professional learning communities in rural and urban areas and compare the differences and similarities in the development processes of these communities. The findings obtained in this study can serve as a reference for the community promotion and professional development of various schools. The present study categorized the development process of teacher professional learning communities in urban and rural areas into the growing, stabilizing, and prospering stages. Each stage possesses unique development features. Findings indicated that in the urban area, the community was led by the principal using a “top-down” leadership approach and art-related specializations were the focus of development in the growing stage. In the stabilizing stage, teachers exhibited professional autonomy and were empowered, and a division of specialization among peers was exhibited. In the prospering stage, community functioning was institutionalized and the community exhibited professional performance due to local advantages. In the rural area, the community developed spontaneously via a “bottom-up” approach, where small families were comprehensively engaged. In the stabilizing stage, teachers exhibited professional autonomy and improvement, and the integration and division of single disciplines were exhibited. In the prospering stage, community heritage was institutionalized and the community exhibited innovative features due to local advantages. An analysis of the similarities between the development processes of teacher professional learning communities in urban and rural areas showed that both communities achieved sustainable operations because of the institutionalization of community functions, where the content was based on art-related domains. In terms of rural and urban community members, the teachers in both communities exhibited professional autonomy. In addition to unobstructed formal and informal communication and stable collaboration with administration staff, teachers were also able to show the dedication of “education by love.” An analysis of the differences between the development processes of teacher professional learning communities in urban and rural areas showed that the community activation models were different. The urban community exhibited a passive “top-down” model while the rural community exhibited a spontaneous “bottom-up” model. Community compositions were different. The urban community exhibited a one-school-multiple-field community while the rural community exhibited a single-field community. Working models were different. The urban community exhibited professional division while the rural community exhibited integration and division. Empowerment models were different. The urban community exhibited mutual collaboration among peers while the rural community exhibited personal characteristics collaboration. Feedback from society and the value that society placed on urban and rural communities were different. The rural community received significantly more feedback and was valued more. In summary, the present study suggests that both urban and rural communities can focus on the development of art-related fields during community establishment. Moreover, both urban and rural communities can develop their local cultural features based on their local advantages. Finally, principals should conform to “bottom-up” leadership approach, appropriately affirming and praising teacher commitment. 余嬪 教授 2016 學位論文 ; thesis 236 zh-TW |