An Action Research of Preschool Teacher Professional Learning Community - Take Co-Reading Picture book as an example

• Main Authors: Hsiao, Shu-Fen, 蕭淑芬
• Other Authors: 幸曼玲
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/69476g

碩士 === 臺北市立大學 === 幼兒教育學系幼教教學碩士學位班 === 107 === This study focuses on using co-reading picture books as an action strategy to form the educator's professional learning communities.From 2014 to 2016, the researcher actively participated in the educator's communities and started the process of data collection to conduct action research. The perspective of understanding is through observation and data analysis from the interaction between the researcher and the subjects. Throughout the course of action research, the community formation is divided into three periods by its appearance and characteristic, which are, the exploration period, development period and maturity period. From the observation in each period, further analysis of the professional dialogue was made. The conclusions of the research obtained through data analysis are as follows: (1)The professional dialogue of the educator's professional learning community helps educators to grow professionally. Through professional dialogue, it also promotes the formation of the community and gradually entered the mature stage of operation. The co-reading of picture books in the community also provided operational support and became a medium for triggering professional dialogue. (2) The educator's professional learning community brings professional growth to educators and promotes the practice of the teaching field. It also brings the influence of reflection and teaching beliefs from the process. The picture book provides a space for readers to think, interact, bring reflection, stimulate communication and researching. At the end of the research, based on the conclusions, relevant suggestions are provided to use as references to people who interested to promote the professional growth of educators through the formation of the eductor's professional learning community.