교사학습공동체에서 이루어지는 생산적, 비생산적 탐구의 특성에 관한 사례연구
Characteristics of Productive and Unproductive Inquiry in Professional Learning Communities: A Case Study
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This study was conducted to explore characteristics of productive and unproductive inquiry in professional learning communities (PLCs). Based on a situated and sociocultural perspective on learning, I examined how two high school science PLCs (L PLC, W PLC) engaged in social interactions to improve teaching. Each PLC participated in 5 full-day professional development sessions (“Studios”) for 6-8 months. In Studios, all science teachers in a school collaborated with researchers and coaches to plan, implement, and debrief lessons. I qualitatively examined the PLCs' discourse in the Studios. Based on the analysis, I found that L PLC mostly showed productive inquiry, while W PLC showed unproductive inquiry. The two PLCs' inquiry showed three contrasting features. First, L PLC actively used classroom data in the inquiry to improve instructional practices, while W PLC did not. Second, L PLC focused on developing and testing instructional practices that could be used across multiple contexts, while W PLC focused on separate strategies that were specific to certain lessons. Finally, L PLC gathered, analyzed, and used multiple kinds of classroom data, while W PLC only used some observational data. This study can inform educational researchers and practitioners about how to study and support teachers' collaborative inquiry in PLCs.
Abstract
This study was conducted to explore characteristics of productive and unproductive inquiry in professional learning communities (PLCs). Based on a situated and sociocultural perspective on learning, I examined how two high school science PLCs (L PLC, W PLC) engaged in social interactions to improve teaching. Each PLC participated in 5 full-day professional development sessions (“Studios”) for 6-8 months. In Studios, all science teachers in a school collaborated with researchers and coaches to plan, implement, and debrief lessons. I qualitatively examined the PLCs' discourse in the Studios. Based on the analysis, I found that L PLC mostly showed productive inquiry, while W PLC showed unproductive inquiry. The two PLCs' inquiry showed three contrasting features. First, L PLC actively used classroom data in the inquiry to improve instructional practices, while W PLC did not. Second, L PLC focused on developing and testing instructional practices that could be used across multiple contexts, while W PLC focused on separate strategies that were specific to certain lessons. Finally, L PLC gathered, analyzed, and used multiple kinds of classroom data, while W PLC only used some observational data. This study can inform educational researchers and practitioners about how to study and support teachers' collaborative inquiry in PLCs.
참고문헌 (19)
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