Teacher Learning Community Research Articles

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.

The teacher learning community of health education teachers for sexuality education

The teacher learning community of health education teachers for sexuality education

Meaning of teacher experience and learning in and out of kindergarten teacher learning community

본 연구의 목적은 유치원 안과 밖 교사학습공동체에 참여한 교사의 체험을 들여다봄으로써, 교사가 경험한 교사학습공동체 체험과 배움의 의미가 무엇인지 탐색하는 것이다. 이를 위해 2020년 2월부터 2021년 2월까지 총 12개월간 연구를 진행하였다. 연구현장은 경북지역 초록군에서 운영되고 있는 3곳의 교사학습공동체로서, 그중 1곳은 유치원 안 교사학습공동체(초록초등학교 학습공동체)이고, 2곳은 유치원 밖 교사학습공동체(「나가서 놀자｣ 놀이나눔 수업공동체, 미술모임)이다. 연구자는 네 명의 연구참여자를 선정하였고, 참여관찰과 인터뷰, 연구자 저널, 기타 문서자료를 수집하였다. 이것을 바탕으로 지속적인 질문과 답을 통해 지평을 확대해 나가는 과정을 반복하며 체험을 드러내고자 하였다. 이는 선택의 실천, 대화의 체험, 시선의 체험으로 나타났다. 이러한 결과를 바탕으로 교사가 경험하는 학습공동체 체험에서의 배움의 의미를 다음과 같이 해석하였다. 첫째, ‘나’를 찾는 길, 둘째, 타자를 위한 윤리적 실천, 셋째, 교육적 고민을 통한 교사 되기이다. 교사학습공동체는 미래사회를 살아가게 될 한 사람의 시민으로서 성장하게 되는 유아와 학생들의 삶에 영향을 준다. 또한, 교사가 경험하는 생생한 체험 속에서 교육적 고민을 통한 교사 되기는 계속되고 있으며, 학습공동체는 그 과정속에 있다.

Ieskats mācību procesa kvalitātes pilnveides stratēģijās

The aim of the publication: to summarise the theoretical findings on pedagogical strategies for improving the quality of the learning process, is achieved by highlighting the importance of the organisation of the assessment process and feedback, as well as by describing the impact of pedagogical attitudes and beliefs in promoting students' motivation to learn. According to the aim of this publication, the article highlights the specificity of assessment strategies, the objectives and requirements of the assessment and the pedagogical potential of assessment implementation. The characterisation of feedback and learning motivation raises pedagogical prerequisites for didactic effectiveness in the learning process. The analysis of theoretical findings confirms that pedagogically competent implementation of assessment, feedback and motivation strategies promote teaching and learning, meaningfully developing students' minds and thinking skills, improves analysis of students' learning skills and motivation, and promotes students' awareness of the regularities of the quality of the learning process and self-growth. This significantly improves students' understanding of the importance of learning and develops attitudes which contribute both to students' individual achievement and to teachers' professional competence. Analysis of the pedagogical potential of learning strategies shows that the results of the learning process are always based on the cooperation between students and teachers, reflecting the quality of pedagogical activity and didactic interaction. The mutual trust between students and teachers in the learning process, cooperation and interaction based on respectful relationships and attitudes, contributes to personalised learning, and becomes a sustainable basis for the functioning of professional learning communities of teachers in educational institutions, which promotes and enhances professional synergies for the sustainability of education.

English Teachers' Experiences of Participating in a Long-Term Professional Development for Teaching English through English

As additional preparation while teaching for the K-12 medium of instruction, the Korean Ministry of Education has actively promoted diverse professional development (PD) programs to promote English teachers' Teaching English through English (TETE) implementation. This study explored Korean K-12 English teachers' self-efficacy about TETE implementation and their experiences of participating in a long-term PD program (six-months). Through semi-structured interviews, classroom observations, and teachers' after-PD evaluations, the data analysis showed that PD could enhance English teachers' self-efficacy about implementing TETE, and that the PD site provided a professional learning community for English teachers to reflect on what they had learned from their training. However, further data analysis found that self-efficacy and experiences in the PD program were different for elementary and secondary English teachers. Several suggestions are provided in terms of effectively preparing K-12 English teachers for TETE implementation through the long-term PD program.

Exploring Categories of Self-Development of Novice Physical Education Teachers through Teacher Learning Community Activities

This study aims to discuss sustainable re-education of physical education teachers by deriving the types of self-development through novice physical education teachers’ experiences of teacher learning community activities. A qualitative research method was used with six physical education teachers from six middle schools located in the Seoul metropolitan area (Seoul, Gyeonggi, and Incheon) in Korea, from which the following types of self-development were obtained: The first category of self-development is “to copy.” They accept everything as new and follow along. The second category is “to critique.” They compare, analyze and criticize each other’s classes with their community members. The third category is “to share.” They proactively share their ideas to transform “what is mine” into “what is ours.” The fourth category is “to create.” They build a new community that is suitable for them and create a process of giving and receiving help. In conclusion, we emphasized that teacher community learning activities of novice physical education teachers in Korea can provide an environment for the re-education of teachers that supports not only continuous self-development but also continuous professional development. As a follow-up study, we suggest a longitudinal study that will enable the understanding of physical education teachers’ continuous teacher learning community activities based on their stage of career growth as teachers. It will include a study on the continuity of re-education of physical education teachers according to the size of a teacher learning community or the relationships between members.

The development of peer networks and academic performance in learning communities in higher education

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance.

Understanding EFL Teacher Engagement in TDTs' Collaborative Curriculum Design: A Chinese Case Study From the Activity Theory Perspective.

While collaborative curriculum design (CCD) has gained increasing attention in the field of education, there is scant research as to how EFL teachers implement it in authentic design contexts. The present case study places particular emphasis on teacher activities during collaborative EFL curriculum development in China. The researchers adopt Activity Theory as an analytical tool to understand the relationships between EFL teachers, reform goals, and various aspects of the sociocultural context in which CCD is advocated, highlighting the pivotal role that mediation of knowledge/experience plays in the teacher learning community. Research findings indicate that the TDTs’ collaborative process is a socially constructed and culturally mediated activity that promotes EFL teacher development. Moreover, in-service teachers are prone to take challenges through educational reforms out of teacher motives and external stimuli. Limitations of the CCD model are also discussed to shed light on future research.

A Study on School-Based Teacher Collaboration in Designing and Implementing Online English Classes for University Students

This qualitative case study investigates a school-based teacher learning community’s efforts in conducting online synchronous and asynchronous English classes for college students. It analyzes English instructors’ experiences and opinions as well as students’ responses. It explores important considerations for effective online teaching in a school-based learning environment. To this end, this study conducted interviews with four college English professors who are members of the teacher learning community and gave questionnaires to 23 female college students who enrolled in College English (Listening and Speaking) during the COVID-19 pandemic to determine how satisfied they were with the online classes. The results show that students were satisfied with both asynchronous and synchronous online English classes although they reported that their workload increased for the asynchronous version. Designing and implementing the online English classes was challenging for the instructors, although the teachers reported having enhanced their expertise. Based on these results, this study makes suggestions regarding the enhancement of teacher professional development through a teacher learning community. It also provides implications for how a teacher learning community can take shape, function, grow, and impact learning, and how it can support teaching online English classes. Further research is required, particularly in regard to teacher professional development through a school-based teacher learning community.

Moderated Moderated Mediation Effects of Learning Participation and Learning Persistence on the Relationship Among Principal’s Transformational Leadership, Teacher Learning Community and School Organizational Effectiveness

본 연구는 초등학교 맥락에서 교사학습공동체와 학교조직효과성 향상을 위한 개선방안을 제안하기 위한 목적으로 수행되었다. 교사학습공동체에 참여 중인 전국의 초등교사를 대상으로 설문을 실시하였고, 수집한 246건의 응답 자료를 분석하였다. 학습조직이론에 근거하여 교장의 변혁적리더십, 교사학습공동체, 학교조직효과성, 학습참여와 학습지속의 간 관계를 분석하기 위해 SPSS 25.0과 AMOS 23.0을 사용하여 확인적 요인분석, 기술통계 및 상관분석을 수행하였고, PROCESS macro 4.0을 사용하여 단순 매개모형(model 4)과 조절된 조절된 매개모형(model 21)을 분석하였다. 분석결과, 첫째, 교사학습공동체는 변혁적리더십과 학교조직효과성 간 관계를 긍정적으로 매개하였다. 둘째, 교사의 학습참여는 교장의 변혁적리더십과 교사학습공동체 간 긍정적인 관계를 조절하였다. 셋째, 교사의 학습지속은 교사학습공동체와 학교조직효과성 간 긍정적인 관계를 조절하였다. 넷째, 교장의 변혁적리더십이 교사학습공동체를 매개로 학교조직효과성에 긍정적인 영향을 미치는 관계에서 학습참여와 학습지속에 의한 조절된 조절된 매개효과가 있는 것으로 확인되었다. 본 연구결과를 바탕으로 HRD 관점에서 연구영역과 실천영역의 시사점을 제시하였다.

Research on the Cultivation of College Teachers' Leadership

In the higher education system, leadership training is a very important part. As one of the core qualities of teachers, teacher leadership plays an important role in teachers' professional development and the improvement of education quality. Based on the theoretical research of teacher leadership, this study adopts quantitative and qualitative research methods, takes excellent young college teachers as the research object, obtains qualitative research data through interviews and text analysis, and summarizes the leadership of college teachers into several dimensions: moral leadership, teaching leadership, scientific research leadership and team leadership, and constructs the theoretical analysis framework of college teacher leadership. It is proposed that improving teachers' leadership can be achieved in the following ways: sublimating the sense of career; build a learning community of teachers' self-management; creating relevant activities to stimulate the cultivation of university teachers' leadership.

Professional learning communities of teachers as an environment for improving the quality of teaching in rural schools

Professional learning communities of teachers as an environment for improving the quality of teaching in rural schools

Characteristics of Korean Secondary Female PE Teachers’ Voluntary Professional Development

The purpose of this study was to investigate the characteristics of Korean female secondary PE teachers’ voluntary professional development(PD) activity participation in relation to female PE teachers’ perceived professional identity. Data were collected from online questionnaires (n=107) and in-depth interviews (n=15) with female secondary PE teachers. Findings revealed that female PE teachers’ voluntary professional development activities were characterized as: (a) prevalence in sport skill development activities in order to overcome relatively a low level of sport skills than that of male PE teachers, (b) dominance of self-directed learning activities with the Internet search or reading, and (c) seeking ideal mix of theory and practice by participating in teacher learning communities. Female PE teachers’ voluntary PD participation was related to their notion of PE subject as sport skills-centered subject, relatively weak professional identity due to lack of sport skills compared with male teachers, and perceiving teacher learning community as a viable learning context to support their everyday pedagogical PE practice.

Exploring Key Competencies and Professional Development of Music Teachers in Primary Schools in the Era of Artificial Intelligence

Artificial intelligence (AI) has introduced new era elements to the connotation of key competencies and professional development of music teachers in primary schools. The education management department in the AI era has flawed systems for the professional development of music teachers in primary schools. To assist music teachers in primary schools fulfill the development needs of the development of the times and enhance the quality of music education in primary schools, the status and income of music teachers in primary schools warrant improvement, and the system should be upgraded to promote the implementation of key competencies. Moreover, the related system construction of music teachers in primary schools should be reinforced by rationally arranging teachers, workload and creating a teacher learning community, in order to guide schools to provide a suitable environment for teachers, key competencies and professional development. Furthermore, methods like strengthening teachers, awareness of independent development and augmenting professional identity should be adopted to prompt teachers to comprehensively enhance their key competencies and professional development.

Exploring the discursive positioning of members of a literacy professional learning community

ABSTRACT Increasingly, professional learning (PL) approaches in the U.S. and globally are reflecting highly adaptive and socially constructed views of learning. However, much remains to be learned about how professional learning groups discursively develop and sustain collaborative communities. Drawing on positioning theory in this year-long qualitative study, we sought to understand how the dialogue used in a literacy teacher learning community shaped how participants engaged in PL. Results revealed that the nature of dialogue within and across social tasks during collaborative PL meetings evolved such that the teachers in the PL community assumed and enacted more agency for their professional learning across the year. Moreover, the evolving storyline of the group across the year was informed by the way discursive practices were enacted in terms of conversant’s rights and duties, the social force of their conversational turns, and the evolving identities of individuals and the group. This work matters because the more we understand the characteristics of effective PL approaches, the better we can co-construct effective PL communities with teachers that promote their learning and the learning of their students.

Understanding teacher learning community in the field of early childhood education: Focusing on Actor-Network theory

목적 본 연구는 행위자-네트워크 이론을 통해, 유아교육현장의 복잡하고 역동적인 교사배움공동체를 새로운 관점으로 이해하는 것에 목적이 있다. 방법 최근 주목하고 있는 Bruno Latour의 행위자-네트워크 이론에서 ‘행위자, 네트워크, 번역’을 중심으로 유아교육현장의 교사배움공동체에 대한 복잡성을 탐색하기 위해 문헌연구를 수행하였으며, 이를 통해 유아교사들의 교육적 실천행위와 함께 배움공동체가 어떻게 작동하는지에 대한 함의를 도출하였다. 결과 첫째, 유아교사배움공동체에서 관계하는 비인간의 행위성을 인간과 동등한 위치에 놓음으로써, 유아교육현장의 교사배움공동체에서 교육적, 사회적 관계로 연결되어 작동하는 비인간 행위자들의 영향력과 행위성을 포착할 수 있었다. 둘째, 유아교육현장의 교사배움공동체는 예측불가능하고 복잡한 교육적 상황과 얽혀 있음으로써, 미리 정해진 고정적인 요인으로 규정되는 것이 아니라 생성과 소멸을 반복하는 네트워크로 연결된 생성적 되기의 과정임을 알 수 있었다. 셋째, 유아교사배움공동체에서 교육현상과 연결된 다양한 행위자와의 관계 맺음을 번역의 과정으로 이해함으로써, 유아교사의 교육실천 행위의 변화 과정을 새롭게 이해할 수 있었다. 결론 본 연구는 현재 유아교사들이 경험하고 있는 배움공동체에 대한 다면적이고 복잡한 실천의 현상을 다시 이해하는데 새로운 관점을 제공해 줄 수 있을 뿐만 아니라, 유아교육혁신의 주체로서 함께 배우고, 성찰하고, 공유하며, 협력하는 교사배움공동체를 정책적⋅실천적으로 어떻게 지원해야 할지에 대한 시사점을 제공할 수 있을 것이다.