专业学习共同体(PLC)是研究教师专业发展的重要概念。国内外相关文献表明它既是促进教师专业发展的有效方法,又是有效提升教学质量的关键,但国内学者对其准确含义的理解仍有待提高。文章对专业学习共同体这一概念的含义、特征、组成、执行障碍、教师在PLC中的角色和行为等进行了深入系统的剖析与归纳。据此,研究者特意设计了质量型开放性调查问卷,对大学英语后续课程建设团队成员进行匿名调研,使用主题分析法对调研结果进行分析论证并总结其实效与不足。
Professional learning community (PLC) is an important concept in the field of teachers' professional development. According to some relevant literature published in China and overseas, it is an effective method for promoting teachers' professional development, and a critical approach for effectively improving teaching quality. However, the accurate definition of it has not yet been known to researchers in China. This article tries to give a systematic analysis and summary to the definition, characteristics, components of PLC, the barriers of performing it and teacher's roles and behaviors in PLC. For these purposes, a qualitative open ended questionnaire and anonymous method have been used to collect data. And theme analysis has been used to analyze and discuss the result. Validity and limitations are specified at the end.
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