Teacher Learning Community Research Articles

Developing RME-based lesson study for learning community in the learning environment of high school mathematics teachers

Teachers' academic and professional competencies significantly improve the quality of their learning. An ongoing process is needed to support and develop their quality. This study developed a learning environment through the Realistic Mathematics Education (RME)-based Lesson Study for Learning Community (LSLC) for high school mathematics teachers. The model is valid and practical and potentially affects the learning quality of high school mathematics teachers. The research employed a design research method of development studies was conducted in three stages: the preliminary stage, the development or prototyping stage, and the assessment stage. Prototyping development is a formative evaluation in which the phases include self-evaluation, expert review, one-to-one, small group, and field tests. The research subjects were 15 high school mathematics teachers from four schools in Palembang. Data was collected through questionnaires, observation, and documentation. The research has resulted in a valid and practical teachers’ working group-learning community-class model that potentially affects high school, mathematics teachers. The learning environment is in the form of training in working groups for mathematics teachers, teacher mentoring in learning communities in schools, and teacher assessment learning processes in the classroom. The learning tools were produced using the RME-based LSLC system. The data analysis shows that the learning environment using the RME-based LSLC model can make high school mathematics teachers significantly understand learning, design learning tools, carry out learning, and evaluate learning. Consequently, the teachers’ academic competence and professionalism significantly improve their learning.

교사 전문성 함양을 위한 학습공동체 운영 방향에 관한 질적 연구 : 수산·해운 계열 고등학교를 중심으로

This study intends to suggest the direction of operation of the Fisheries and Maritime Teacher Learning Community(FMTLC) through the teachers" experiences. In order to overcome the geopolitical aspect, FMTLC is required to operate a blended teacher community that crosses online and offline, such as exchanging information with distant teachers on a daily basis through online community activities, and planning teacher Sports Day and Conference offline. In addition, by meeting with experienced senior teachers through FMTLC activities, teachers become more professional and motivated, which in turn will help them become more capable of interacting and teaching students. Ultimately, FMTLC will increase the friendship between teachers and establish a desirable identity as a teacher who practices quality education.

소규모 어린이집 학습공동체 활동을 통한 유아중심놀이 실행에서의 경험적 의미 탐색

Objectives The purpose of this study is to establish a learning community culture in small-scale daycare centers by sharing the difficulties experienced by teachers in child-centered play and finding ways to support children's play. Methods Cases of support for children's play were collected in the process of implementing child-centered play through the learning community activities of the director of a small daycare center and two early childhood teachers, and the empirical meaning was qualitatively analyzed. Results The empirical meaning of child-centered play through learning community activities is as follows. First, in the process of accepting child-centered play, teachers constantly questioned whether the concept of child-centered play that I understood was correct, and felt it was difficult to find the right direction. Second, teachers were experiencing a dilemma in that the child-centered play practiced was different from the direction of play that parents wanted. Third, Teachers shared the contents of infant-centered play through learning community activities, provided emotional support, and had confidence in solving problems. Fourth, teachers grew into reflective thinking on their own and positively changed through mutual feedback through learning community activities. Conclusions The teacher learning community activity in the small-scale daycare center became a driving force to support children's play as teachers shared difficulties and problem solutions for child-centered play, It had a positive effect on the settlement of child-centered play. Therefore, in order for the director and the teacher to support child-centered play together, the learning community activities that consider the characteristics of each institution should be continued.

THE STATISTICAL COMPARISON BETWEEN ONLINE AND OFFLINE EDUCATION

Coronavirus outbreak media pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. The purpose of research is to study the features of the subjective attitude of students to distance learning. This study will provide a comprehensive explanation of the level of effectiveness of online learning with statistical analysis on categorical data analysis through the questionnaire, descriptive statistics, and Chi-Square test with a research sample of 114 students. The study aims to investigate the effectiveness of online and offline education in higher education. The study was carried out among students of B.Sc. and M.Sc. students from different institutions among which major responses were from the youth studying in Bachelor's program.

Building an Online Collaborative Learning Community of Pre-service Teachers of EFL

The current study employed the qualitative approach and explored pre-service teachers’ experiences through initial teacher education and perspectives on becoming an English-as-a-foreign-language teacher. In particular, it examined the influence of both participation in a community of practice and group discussions on their early professional development. An online journal forum was created where eight pre-service teachers from two universities recorded and shared their thoughts, difficulties, and challenges in their initial teacher education over two semesters. They also gave comments and feedbacks to one another online. Participation in an online collaborative community of practice enabled them to negotiate their membership in the community through shared inquiries across grades and beyond universities. While the membership negotiation of some members was still ongoing at the end of the project, others learned to become more responsible and full members in their own respective ways. Over the course of the study, the online community also became a space of safety and trust; a legitimate space for like-minded individuals was provided to discuss teaching and develop their expertise.

The Effect of Learning Community of Teachers on Integrating Technology in their Classroom

The Effect of Learning Community of Teachers on Integrating Technology in their Classroom

2019 개정 누리과정을 실행하는 배움공동체 유아 교사들의 배움과 성장 과정

Objectives The purpose of this study is to find out the learning and growth processes experienced by early childhood teachers who make up the learning community in the 2019 revised Nuri Curriculum practice process. Methods To this end, five childhood teachers attending the “Happy Play Research Society”, a learning community of childhood teachers, were selected as participants in the study. The study period was conducted for about 6 months from April 2020 to September 2020. In the study, participation observation was conducted 6 times through non-face-to-face Zoom and 1 time for 3 hours face-to-face. Individual interviews were conducted twice for 2 hours for each participant. In the research process, the study participants' play records, photos, panels, teacher's journals, annual plans, and researcher's journals were used as research data Results Participants in the study solved the worries and questions felt while practicing the revised Nuri process within the learning community. In addition, in the learning community, participating teachers were able to grow in the process of acknowledging differences by sharing different opinions and concerns. Participating teachers were able to grow as teachers in the learning community by their inherent power of spontaneity, working at different institutions, unfamiliar experiences, and different leadership methods. Conclusions Participants in the study found a new perspective on children and play by practicing the revised Nuri process, and at the same time, they grew up to be more mature as teachers by establishing their educational philosophy and beliefs.

학교자율화정책 이후 일반고 교수학습 문화의 변화

Along with the implementation of the government's school autonomy policy, we wanted to investigate to what extent teacher led lectures and test-solving classes would be changed into learner centered or student activity-oriented class in a general high school(Sky high school), using qualitative research method. In the Sky high school, the principal waited for teachers to change their teaching methods, rather than demanding changes and supported teachers who tried to change teaching method. There were teacher learning communities and teacher training led by a head teacher in the Sky high school. The student activity-oriented class as an “emergent culture,” were conducted by individual teachers. Students who were in higher grade and higher achieved were less likely to be positive to activity-oriented classes since such classes were seen as less effective in preparation for college entrance. School autonomy in the Sky high school has led not to force or not to interfere, not to say hateful things each other, and not to stand out. Not to stand out has been kept by the effect of the uniform egalitarian teacher culture as residual culture and to avoid anxiety of status and identity of teachers who have conducted teacher led lectures and test-solving classes.

Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School

This article explores the connection between teaching effectiveness and participation in teacher learning communities (TLCs) in the context of a second-level co-educational urban school. In particular, it examines the role of educational leadership in their development and concomitantly toward the enhancement of teaching and learning. Seven teachers contributed to the research across two existing TLCs at the site school. It emerged that relationships and respect amongst the participants are pivotal to their effectiveness. It also transpired that both learning communities that were the focus of this study are characterized by a democratic style of leadership. Such however was possibly largely on account of the leadership style that this study found to be present in the school. Particular importance was attached to the significance of “professional relationships” for effective TLCs. It is recognized that further research on the nature of these relationships in the context of a constantly developing and changing education system will be beneficial and of the concomitant leadership styles that will provide the optimum context for these relationships to flourish.

교육과정 성숙도 구성요인 탐색 및 교육과정 컨설팅 프로그램의 설계에 관한 연구

The purpose of this study is to propose a design and operation plan for a curriculum consulting program by exploring the components of the curriculum maturity of elementary school teachers participating in the curriculum conference. To this end, prior research related to curriculum consulting was analyzed and a teacher-learning community centered on the same grade was formed to reconstruct the teacher-level curriculum. In addition, elementary school teachers participating in the curriculum conference were interviewed and a basic survey on the maturity of the curriculum was conducted through an open questionnaire. After that, 24 component factors needed for elementary school teachers were derived through a Delphi survey on the expert group and the selection of component factors of curriculum maturity. However, through the selection meeting of the curriculum expert group, the final 20 component factors were selected by excluding the component factors that were difficult to reinforce the reconfiguration capacity through curriculum consulting. Specifically, in order to compose a systematic curriculum consulting program, the curriculum maturity that elementary school teachers should have was classified into four core scales: curriculum diversity, curriculum systems, curriculum specificity, and curriculum effectiveness. In addition, the curriculum maturity reflected in the curriculum consulting program was refined into the competency and execution level of the curriculum for each core scale, and the curriculum consulting program was devised by modularizing it. In other words, in order to effectively operate the curriculum consulting program, each module consists of 4 stages: Diagnosis, Deliberation, Development, and Advancement. In conclusion, it could be said that the reconstruction of the teacher-level curriculum of the teacher learning community through curriculum consulting became a useful scaffolding strategy for improving curriculum literacy and strengthening the professionalism of participating teachers.

영어 수업협의를 통해 살펴본 예비교사의 수업 전문성 인식 및사회적 상호작용 탐색

Purpose: The purpose of this study was to discern implications for teacher education programs by quantitatively and qualitatively analyzing the experiences of elementary school pre-service teachers through peer discussions for English classes. Methods: Personal analysis tasks on a class video and class discussions between colleagues after class demonstrations were collected as data. The data collected were analyzed using an English class evaluation tool. Results: As a result of the quantitative analysis, the pre-service teachers discussed various and balanced topics from the peer-to-peer class discussions rather than individual analyses. As a result of the qualitative analysis, it was found that pre-service teachers showed fragmentary feedback patterns, but actively explained their English classes, solved problems through cooperative interactions, and shared the consensus of the teacher learning community. Conclusion: Pre-service teachers learned and experienced the knowledge, skills, and attitudes required for professionalism in English classes in various ways through peer discussions for English classes. For effective peer discussions for English classes, appropriate and immediate feedback from instructors and guidance on social interaction skills and methods are required.

Adaptation and Validation of a Scale for Measuring the Curriculum-Based Professional Learning Community in Early Childhood Education in China.

Teachers' professional learning community, as an effective path to promote teachers' professional development and elevate teaching quality, has been widely used in school contexts. In preschools, the practice of teachers' professional learning community mainly focuses on the curriculum in early childhood education. The revision and adaptation of the scale of the professional learning community for preschool teachers in the Chinese cultural context are of great significance for understanding the current situation of the professional learning community for preschool teachers and improving the quality of collaboration within the community. Teachers' Professional Learning Community scale was revised into the Curriculum-Based Professional Learning Community scale according to the characteristics of the curriculum in early childhood education in the Chinese context. Based on the data from a sample of 2,823 teachers, the study conducted an item analysis and exploratory factor analysis (EFA) on participants from sample A (N = 1,410) and confirmatory factor analyses (CFAs) on participants from sample B (N = 1, 413). Short-form Teacher Self-Efficacy scale was used as the criteria-related validity instrument. Sample A and sample B were used to explore the relationship between various dimensions of teachers' professional learning community and teachers' teaching efficacy. The results showed that instead of the five-factor structure of the original PLC scale, the Chinese version of the CBPLC scale consists of four factors: Shared Sense of Purpose, Collective Focus on Children Learning and Development, Collaborative and Reflective Activity, and Deprivatized Practice. The revised scale has high reliability and validity and can be used as an effective tool to measure the curriculum-based professional learning community of preschool teachers in China. The results of CFA indicated that the four-factor CFA model fit the data well, and the CBPLC significantly and positively predicted teachers' self-efficacy including instructional strategies, students' engagement, and classroom management.

플립러닝 체육수업 운영에 대한 초등 교사의 인식 분석

Objectives The purpose of this study was to explore information and implications for applying flipped learning to physical education classes by analyzing elementary school teachers' perceptions of flipped learning physical education classes. Methods A questionnaire survey of 223 elementary school teachers across the country, focusing on teachers teaching in the G Province, and 210 data were collected and frequency analysis was conducted using SPSS 23.0 for Windows. Results Elementary school teachers recognized that flipped learning physical education classes were necessary, and a high percentage of respondents responded to the purpose and purpose of flipped learning physical education classes as ‘reflecting the needs of the times for future education’ and ‘freeing up time for the development of learner-centered activities.’ There was a strong perception that the operation of flipped learning physical education classes required teacher competencies such as ‘class design ability’ and ‘communication skills’. In addition, 17.6% of primary school teachers experienced flipped learning physical education classes, which were mainly taught in competitive and challenging areas, and the duration of operation was mainly around 6 months, and the operation was recognized as having a higher effect than traditional physical education and classes when managing flipped learning physical education classes. The educational implications of the research are as follows: First, flipped learning physical education classes have a high educational effect and sufficient meaning to be an alternative to future physical education. Second, in order to effectively practice flipped learning physical education classes, it is urgent for teachers to develop their ability to design lessons, and the possibility of practice can be enhanced through teacher learning community, faculty training, etc. Third, it was suggested that in order to effectively oper-ate flipped learning physical education classes, systematic preparation is necessary by providing a comprehensive environment such as digital ethics education and the construction of IT infrastructure. Conclusions Elementary teachers' experience and perception of flipped learning physical education classes are expanding, but they must be supported by the establishment of an environment that increases their viability.

Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy

ABSTRACT Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this changing workforce is, however, unresolved. Teachers in a recent national study report the benefits of non-formal learning but the diverse organisational structures of colleges impact on the size and focus of teacher communities and thereby the nature of professional learning. Where mathematics teachers are enabled to meet regularly or work in close proximity, teacher learning communities emerge but their development is constrained by a lack of consensus on the professional identities and competencies of mathematics teachers in FE colleges. Despite these obstacles, we argue that there is considerable potential to enhance professional learning for mathematics teachers in FE through a communities of practice approach and that such a strategy for professional development is a key component of a self-improving further education system.

놀이중심 교육과정 실천을 위한 유아교사의 교사학습공동체 참여 경험

This study aimed to explore the experiences of early childhood teachers participating in the teacher learning community for the practice of the play-based curriculum. For this, a teacher learning community was formed for 14 kindergarten teachers in Seoul and Gyeonggi regions to cover the subject ‘invigoration of play through the practice of a play-based curriculum’. And through participation observation, the operation process from March to July 2021 was collected, and qualitative analysis was performed. As a result, the experiences of early childhood teachers' participation in the teacher learning community for the practice of the play-based curriculum were found to be solving a maze, sharing the emotion of being together, changing perspectives through rediscovery, and endless voyages. This study shows that teachers experienced change and growth through participation in the teacher learning community, and has implications in that it recognized the importance of an equal cooperative structure among teachers and provided an opportunity to reconsider the role of teachers as collaborators and learners.

지역 기반 교사학습공동체 ‘나무학교’의 확장학습 과정 분석

The purpose of this study is to analyze the expansive learning process of Namu School, which is local-based teacher learning community. The activity system of Namu School was analyzed with the framework of Engeström’s(1987) expansive learning theory, which is called the third-generation cultural-historical activity theory(CHAT). We try to explore how the activity system is expanding and what the meaning of expansive learning is. The results of this study are as follows. Namu School created an activity system called Growth Classroom that enables teachers to improve instruction. However, while facing various contradictions that exist in the Growth Classroom activity system, Namu School has transformed its community organization to expand the community and maintain its identity, and has expanded to class festival and small group activities oriented toward changes in local education and school. In the extended learning process of Namu School, first, there were expansive learning cycles based on multi-voicedness, democratic reflection and discussion for better practice. Second, the expansive learning of Namu School was forming a teacher platform that aims to change local schools. In this process, teachers create virtuous circles of teacher growth. Lastly, the expansive learning process of Namu School is meaningful as a bottom-up movement for school innovation that interacts with contexts surrounding the school. This study is able to illuminate the context of the expansive learning process and school innovation that is based on teacher learning community. In addition, it is possible to reveal the possibility of learning by overcoming contradictions and continuing new attempts based on a sense of community.

The Dynamics of Beginning EFL Teachers’ Teaching Experiences and Their Emotional Labor from an Activity Theory Perspective

This study investigates beginning EFL teachers’ emotional labor from the perspective of the Activity Theory. Emotional labor is defined as the process of controlling one's emotions and emotional expressions in accordance with the occupational standards for proper emotional expression. Two beginning EFL teachers at Korean junior high schools were recruited by means of a qualitative research method. Semi-structured interviews were conducted and analyzed based on Activity Theory. The findings indicate that participants’ emotional labor in relation to their students was represented as conflicts in their activity system. Additionally, the resolution of the conflicts could be possible if a teacher can join a new teacher learning community and use new instruments. The results suggest that beginning EFL teachers should be encouraged to be empowered with new instruments such as classroom management skills and teaching practices for handling mixed-level students. These new instruments are expected to prevent students’ problem behavior and ease the burden of teachers experiencing emotional labor.

어느 특수교사의 시설 순회파견학급 적응기

This study was aimed to reflect on myself and to find socio-cultural meaning by sharing my experiences as an itinerant teacher and my interactions with the surrounding culture, using self-cultural descriptive papers, and to give implications for special education. In order to achieve the purpose of this study, the researcher collected memory data, self-reflection data, cultural artifacts, self-observation data, call records, and transcripts of various conferences related to itinerant education for 4 years and 3 months. The collected data were analyzed by applying a comprehensive analysis procedure based on pragmatic eclecticism. The result of the study showed, first, it was not only an individual ability problem that caused itinerant teachers to have difficult in class. Second, the answer to the frustration and confusion caused by the students was eventually found in the students. Third, the most important thing in relation to facilities was how to build a rapport. Fourth, it was the receptive atmosphere and interest in the school that help itinerant teachers feel positive about teacher efficacy. Fifth, all the difficulties and confusion that itinerant teachers may have in the field of itinerant education could be overcome through cooperative relationships with higher-level institutions including the learning community of itinerant teachers, not through individual efforts of the itinerant teachers. The results of this study will be the basis to better understand the itinerant education, which has not been getting much attention in the past. In addition, it will be of comfort to itinerant teachers who, including myself, are struggling with itinerant education.

Frequency Level and Problems encountered by the IBED Faculty in Utilizing the Google Workspace for Education

The majority of global sectors were affected by the pandemic caused by a Coronavirus outbreak. This includes the academic world, which consists of millions of enrolled students and active teachers who previously had regular classes in their institutions but were forced to stay home due to the pandemic. To continue the educational process, most countries implemented online classes. Both teaching and learning take place in this mode using electronic devices and different online platforms relatively new to the teaching-learning community. The study used a quantitative method where the researcher surveyed the IBEd Faculty at St. Mary’s College of Baliuag to determine the frequency of educational technology tools such as Google Workspace for Education. A survey was conducted to evaluate the frequency of utilization and problems encountered by the Faculty in utilizing the Google Workspace Educational Tools. Results showed that the faculty were unfamiliar with some of the tools in Google Workspace and rarely used them in their classroom discussion. Teachers' responses revealed that they still need time to explore more of the different tools in Google Workspace and attend different pieces of training that will teach them how to use the tools. The results of the survey will provide valuable information in the design of professional training programs.

교직과 교사의 전문적 자본 영향요인 및 교원전문성 개발 활동과의 관계에 대한 연구 동향 분석

This study analyzes the preceding studies on professional capital presented by Hargreaves and Fullan (2012), examines the factors influencing the formation of professional capital covered in previous studies, and find out the case of professional capital construction through teacher professional development activities. The purpose of this study was to suggest the direction of future research related to professional capital. As a result of the study, teachers' gender, career, academic background, school satisfaction, teacher job satisfaction, and principal's leadership were used as the influencing factors of professional capital in the most studies, and it was found that they had a significant influence on the formation of professional capital. Teacher professional development activities include teacher learning community, educational practice, and teacher evaluation. The formation of professional capital through teacher learning community and school field-practice was found, but professional capital was not formed through teacher evaluation. Based on these results, the direction of future research on professional capital and the improvement direction of teacher professional development activities were suggested.