学习者的共同体.ppt

At the end of the year 27 teachers from the lead settings participated in a Leadership Retreat.年末，27位来自于领先一步幼儿园的老师参加了领导力静修活动。 They presented their leadership journey as ephemeral art using natural resources from the venue.他们利用静修场所中的自然资源，艺术性的展示他们自己的学习领导力旅程。 3 Day Leadership Retreat 三天的领导力静修活动 Methodology 研究方法Data was drawn from the teachers own final evaluations and reflections, and survey.从教室自己最终的评估信息，反思，和问卷中收集素材。 Main findings 研究主要发现Aspects of Professional Development that built and sustained a community of learners:能够建构和支持一个学习者共同体的专业发展有以下内涵：Teachers talked about 教师谈论-Developing Relationships 建立各种关系Receiving encouragement and support 收到鼓励和支持Sharing and gaining new skills and knowledge 分享和获得新技能和知识Course content and theoretical underpinnings 相关专题的内容和理论支撑Long term engagement and continuity in Professional Learning 在专业学习上的长期投入和连续性Shared leadership 共享的领导力 Literacy 语言文学 All Lead Setting teachers reported an enhanced understanding of Leadership and Literacy Teaching and Learning. 所有领先一步幼儿园的教师都报告说他们对于领导力和语言文学教学和学习的认识得到了提升。 All neighbourhood setting teachers reported an enhanced understanding of socio-cultural literacy practice. 所有姐妹园教师都报告说他们对于社会文化建构理论支持的语言文学教学实践的认识得到了提升。 Implications 启示 Providing opportunities for teachers to engage in long term continuous Professional Development builds and sustains a community of learners and enhances learning outcomes for young children. 为教师提供能够长期投入连续的专业发展机会能够建构和支持一个学习者的共同体，并提升儿童学习的成果。 Teachers as Researchers These teachers all had 3 years doing PD with the ELP team undertaking action research in to their Practice before being invited to participate in a Cluster of Settings A comprehensive synthesis of the literature on professional development and enhanced pedagogy in early childhood settings has been carried out by New Zealand researchers Mitchell and Cubey (2003). A comprehensive synthesis of the literature on professional development and enhanced pedagogy in early childhood settings has been carried out by New Zeal