教育學想像的促能：跨校網絡學習社群與校本學習社群的共享願景實踐

This study aims to explore how networked learning community teachers created PLCs at their schools. These teachers co-developed educational imaginary from their NLC experiences. These practices might inspire them to take initiates and searched for structural opportunities to innovate instruction. As...

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Bibliographic Details
Published in:Journal of Education Research (Print) 2016-05, p.091-109
Main Authors: 陳佩英(Chen,Pei-Ying ), 鄭美瑜(Zheng,Mei-Yu ), 黃琪(Huang,Chi), 鄭毓瓊( Zheng,Yu-Chung), 林雅婷(Lin,Ya-Ting)
Format: Article
Language:Chinese
Subjects:
networked learning communities
pedagogical imaginary
policy space
professional learning communities
structural chasm
專業學習社群
政策空間
教育學想像
結構縫隙
網絡學習社群
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Summary:This study aims to explore how networked learning community teachers created PLCs at their schools. These teachers co-developed educational imaginary from their NLC experiences. These practices might inspire them to take initiates and searched for structural opportunities to innovate instruction. As they made horizontal connection, they also expanded their pedagogical imaginary and enabling team action. A qualitative approach has been taken. Data collection includes participatory observation, interview, network survey, the refl ection of participants, and document analysis. This NLC had been established for two years. Four out of seven members initiated school-based PLCs. After they experienced empowerment and identifi ed with learner-centered pedagogy from that NLC, they acted otherwise to make changes at home schools. Three of them set up targets and goal-oriented action plans with the support of MOE or city projects. They found and developed school-based PLCs in response to needs of colleagues. One of them
ISSN:1680-6360