Exploring the Operational Process of a Teacher Professional Learning Community Through the Lens of Activity Theory: A Chinese Perspective

活動理論視角下教師專業學習社群運行過程探究：來自中國的經驗

楊鑫(Xin YANG) ； 鄭鑫(Xin ZHENG)

《教育學報》 49卷1期 (2021/06) Pp. 1-28

摘要

Adopting the perspective of activity theory, this research investigated the interactive core elements within a school as a teacher professional learning community (PLC), and analyzed the relationships between these factors and school innovation. The research was based on a qualitative case study over 3.5 years in a newly established private boarding school (School S) in western China. Semi-structured interviews, field documents, and classroom observations were employed to collect data. The research found that teachers played a major role in active interaction with other factors within the PLC. Updating teachers' knowledge and building school knowledge were the objects of the PLC, which motivated the learning activities in School S. There were four intermediary factors between the subjects and objects. Results also showed four interaction pathways within the school as a PLC, namely subject-tools-object, subject-rules-object, subject-community-object, and subject-division of labor-object. These findings indicate that a teacher PLC is a self-organizing learning activity system. The operation of PLCs has realized the transformation from a top-down model and bottom-up model to a middle-up-down interaction model in the school, thus stimulating organizational vitality and promoting organizational knowledge creation.

關鍵字

teacher PLC ； activity theory ； interactive process ； mainland China

並列摘要

在活動理論視角下，本研究探究了學校作為教師專業學習社群，其內部各要素的互動過程，並分析了教師專業學習社群內部互動路徑與學校變革之間的關係。本研究歷時三年半，以中國西部一所私立中學為質性個案，採用了半結構式訪談、課堂觀察、實地文件等方法收集研究資料。研究結果顯示，教師身為主體要素在專業社群內部互動中發揮主體作用，目標是實現教師知識的更新和學校組織知識的建構。學校作為專業學習社群，其內部主體與客體之間有四條互動路徑，分別是「主體—工具—客體」、「主體—規則—客體」、「主體—社群—客體」和「主體—分工—客體」。研究還發現教師專業學習社群是一個自組織的學習活動系統，其內部各要素之間的良性互動實現了從自上而下模式、自下而上模式到中上下模式的轉變，從而增進組織活力和組織知識創新。

並列關鍵字

教師專業學習社群 ； 活動理論 ； 互動過程 ； 中國大陸

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