Implementation of Teacher Professional Learning Community: Realistic Challenges and Possibilities
Based on the importance of the teacher community to the promotion of teacher profession and school development, the education authority actively encourages primary and secondary schools to establish a “teacher professional learning community”. Due to the funding of many projects, the teacher community is quite popular in schools at all levels. However, the teacher communities in schools may not be as expected, towards professional improvement and dedicated to assisting students in learning. Over the past ten years, the predicaments of many teachers’ professional learning communities still exist. It is obvious that there must be some deep-rooted problems among them. This article takes elementary schools as the scope, based on the author’s observations during the visit to schools, and also collects some teacher interview materials, supplemented with relevant documents, to discuss the challenges and future possibilities of teachers’ professional learning community development. This article points out that due to teacher culture and the busy ecology created by competitive projects, the current three major challenges for the professional learning community of teachers are: the professional community becomes the club, the competent teacher leaders is hard to find, and the community operation is not routine. In the face of the above challenges, the author suggests that schools can focus on making the teacher groups within the system transform into communities, and taking into account the learning needs of students, and making an overall layout of teacher communities in a school.
|關鍵詞||教師文化、教師專業發展、教師專業學習社群、culture of teacher、teacher professional development、teacher professional learning community|