Exploring the Sustainability of a Learning Community: A Case
发布时间：2021-11-04 12:51
本研究采用叙事文本,探究浙江师范大学基于外语课程改革历时达12年的RICH教师学习群体的可持续发展因子。研究关注RICH教师群体的可持续发展特征及其影响因素。数据采集历时两年半,研究方法主要基于人种志跟踪参与、观察和记录RICH教师论坛,工作坊、课程组讨论、个别和集中访谈研究对象,参阅教师和学生的日记及阅读相关研究和理论。分析采用Sholes的三个叙事文本理念,阅读文本（read）,阐释文本（interpretation）和批评文本（criticism）,从内部学习者和外部研究者的角度分析和整合数据体现的三种文本：文本之中的文本（text in text）、文本之上的文本（text on text）和反对文本的文本（textagainst text）。理论基础主要借鉴Mitchell和Sackney从生活视域提出的学习共同体理念及三种必须培养的能力模式,Palmer的民主共同体和Wenger的实践共同体中关于可持续学习共同体的特征因素和影响因子。研究发现,作为一个自下而上由教师主导的学习群体,RICH教师学习群体在长期实践中已经发展成为一个敢于追梦的团队,主动学习的团队,学生学习支持者...
【文章来源】：浙江师范大学浙江省
【文章页数】：174 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Contents
Chapter One Introduction
1.1 Origin of the study
1.2 Significance of the study
1.3 Structure of the thesis
Chapter Two Literature Review
2.1 Overview the literature
2.2 Understanding of sustainable learning communities as a living system
2.2.1 Defining learning communities as a living system
2.2.2 Defining the sustainability of learning communities
2.2.3 Spotlighting sustainable issues of learning communities
2.2.3.1 Authentic learning centered
2.2.3.2 Teachers' capacity of interpreting and analyzing their life condition and making response
2.2.3.2.1 Teachers' personal and interpersonal capacity
2.2.3.2.2 Teachers' inner power as the courage to teach
2.2.3.2.3 Teachers' learning and growing as meaning negotiation and change
2.3 Research on RICH-TC
2.3.1 The chronological development of RICH-TC
2.3.2 RICH Education Practice
2.3.2.1 As a teaching approach
2.3.2.2 As a new narrative of foreign language education
2.3.3 RICH-TC as a professional learning community
2.4 Summary
Chapter Three Research Methodology
3.1 Research settings
3.1.1 The site
3.1.2 The participants
3.1.3 The Research questions
3.2 Research methodology
3.2.1 Case study
3.2.2 Ethnography
3.2.3 Narrative inquiry
3.3 Data collection and analysis
3.3.1 Data collection
3.3.1.1 Observation
3.3.1.2 Interview
3.3.2 Data analysis
3.3.3 Research limitation
Chapter Four Lived Stories of RICH-TC
4.1 I want to learn the narrative of RICH education
4.1.1 The topics might not be the topics
4.1.1.1 Please,do "not merely listen to me here"!
4.1.1.2 "Never judge a book too quickly by its cover"!
4.1.2 RICH is too rich!
4.1.2.1 "I am not a RICH teacher!"
4.1.2.2 "RICH Method is too metaphorical!"
4.1.2.3 Your students are at a higher level!
4.1.2.4 I am embarrassed too much!
4.1.3 Education is farming!
4.1.3.1 "I can not force it bloom!"
4.1.3.2 I am a "Granny"!
4.1.4 Articulation is necessary for financial support
4.1.5 Wind tends to blow and torture the largest tree
4.2 Who seeds and takes care of it?
4.2.1 I am hungry to learn and authoritative in students' learning
4.2.2 I want to join your group discussion
4.2.3 Let's make a change!
4.2.4 Let's liberate the students to learn!
4.2.4.1 You can teach in the way you feel comfortable
4.2.4.2 Practitioners become the theorists!
4.2.4.3 Let's enRICH our practice
4.2.5 The practitioners become the researchers!
4.2.5.1 Let's retell RICH stories!
4.2.5.2 The practitioners become curriculum!
4.2.6 Teachers need a home to dwell!
4.2.7 Discipline group is a possible case
4.2.8 Walking, running, and flying are all growing!
4.2.9 Tears and "Gemen" relationship mirror the real life
4.3 Let's empower the teachers!
4.3.1 Hosting should be a historical mission!
4.3.2 Flower is blooming and withering silently
4.3.3 Preparing should center on the teachers' development
4.4 "Buying stories is OK!"
Chapter Five Inquiring the Sustainability of RICH-TC
5.1 Features of RICH-TC as a Sustainable professional learning community
5.1.1 Teachers as dream catchers
5.1.1.1 Dreaming to be the best
5.1.1.2 Dreaming to make a change
5.1.1.3 Dreaming to liberate students' learning
5.1.1.4 Dreaming to transform the dominant narrative of foreign language education
5.1.1.5 Dreaming to achieve a harmonious professional life
5.1.1.6 Dreaming to empower the teachers in the nation
5.1.2 Teachers as learners
5.1.2.1 Teachers as passionate learners
5.1.2.2 Teachers as storytellers
5.1.2.3 Teachers collective inquirers
5.1.3 Teachers as students' learning supporters
5.1.4 Teachers as leaders
5.1.5 Teachers as "friends"
5.2 Sustainable factors of RICH-TC as a professional learning community
5.2.1 Centering on authentic learning
5.2.1.1 Learning as authentic being
5.2.1.2 Slow learning
5.2.1.3 Honoring the diversity of learners
5.2.1.4 Learning with excitement
5.2.1.5 Cultivating urposeful activity
5.2.2 Forming a well-functioning team
5.2.2.1 Negotiating a new narrative of foreign language education
5.2.2.2 Changing their narrative of educating, living, and learning
5.2.2.2.1 Transforming educational belief
5.2.2.2.2 Nurturing narrative as a way of knowing
5.2.2.2.3 Developing collective inquiry as a way of understanding
5.2.2.3 Decentering the institutional power among teachers
5.2.2.4 Co-constructing a trustworthy interpersonal relationship
5.2.2.5 Building a healthy learning culture
Chapter Six Conclusion
6.1 Summary of the findings
6.2 Implication on teacher development
6.3 Further research suggestion
References
Appendices
Appendix 1 浙江师范大学外国语学院外语教学与教师发展论坛既要——第三届全国外语教师教育和教师发展学术研讨会参会分享
Appendix 2 以课程为核心的教师发展构想——2008.3月16日RICH教师论坛讨论录音
Appendix 3 外语学院英语专业"外语课程与教师发展"学科简介
Appendix 4 外语教学与教师发展研究论坛海报
Appendix 5 浙江师范大学外国语学院外语教学与教师发展学科群第一次会议纪要
Appendix 6 浙江师范大学外国语学院外语教学与教师发展研究工作坊
Appendix 7 RICH学科名称:外语课程与教师发展
攻读学位期间发表的学术论文
本文编号：3475764
【文章来源】：浙江师范大学浙江省
【文章页数】：174 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Contents
Chapter One Introduction
1.1 Origin of the study
1.2 Significance of the study
1.3 Structure of the thesis
Chapter Two Literature Review
2.1 Overview the literature
2.2 Understanding of sustainable learning communities as a living system
2.2.1 Defining learning communities as a living system
2.2.2 Defining the sustainability of learning communities
2.2.3 Spotlighting sustainable issues of learning communities
2.2.3.1 Authentic learning centered
2.2.3.2 Teachers' capacity of interpreting and analyzing their life condition and making response
2.2.3.2.1 Teachers' personal and interpersonal capacity
2.2.3.2.2 Teachers' inner power as the courage to teach
2.2.3.2.3 Teachers' learning and growing as meaning negotiation and change
2.3 Research on RICH-TC
2.3.1 The chronological development of RICH-TC
2.3.2 RICH Education Practice
2.3.2.1 As a teaching approach
2.3.2.2 As a new narrative of foreign language education
2.3.3 RICH-TC as a professional learning community
2.4 Summary
Chapter Three Research Methodology
3.1 Research settings
3.1.1 The site
3.1.2 The participants
3.1.3 The Research questions
3.2 Research methodology
3.2.1 Case study
3.2.2 Ethnography
3.2.3 Narrative inquiry
3.3 Data collection and analysis
3.3.1 Data collection
3.3.1.1 Observation
3.3.1.2 Interview
3.3.2 Data analysis
3.3.3 Research limitation
Chapter Four Lived Stories of RICH-TC
4.1 I want to learn the narrative of RICH education
4.1.1 The topics might not be the topics
4.1.1.1 Please,do "not merely listen to me here"!
4.1.1.2 "Never judge a book too quickly by its cover"!
4.1.2 RICH is too rich!
4.1.2.1 "I am not a RICH teacher!"
4.1.2.2 "RICH Method is too metaphorical!"
4.1.2.3 Your students are at a higher level!
4.1.2.4 I am embarrassed too much!
4.1.3 Education is farming!
4.1.3.1 "I can not force it bloom!"
4.1.3.2 I am a "Granny"!
4.1.4 Articulation is necessary for financial support
4.1.5 Wind tends to blow and torture the largest tree
4.2 Who seeds and takes care of it?
4.2.1 I am hungry to learn and authoritative in students' learning
4.2.2 I want to join your group discussion
4.2.3 Let's make a change!
4.2.4 Let's liberate the students to learn!
4.2.4.1 You can teach in the way you feel comfortable
4.2.4.2 Practitioners become the theorists!
4.2.4.3 Let's enRICH our practice
4.2.5 The practitioners become the researchers!
4.2.5.1 Let's retell RICH stories!
4.2.5.2 The practitioners become curriculum!
4.2.6 Teachers need a home to dwell!
4.2.7 Discipline group is a possible case
4.2.8 Walking, running, and flying are all growing!
4.2.9 Tears and "Gemen" relationship mirror the real life
4.3 Let's empower the teachers!
4.3.1 Hosting should be a historical mission!
4.3.2 Flower is blooming and withering silently
4.3.3 Preparing should center on the teachers' development
4.4 "Buying stories is OK!"
Chapter Five Inquiring the Sustainability of RICH-TC
5.1 Features of RICH-TC as a Sustainable professional learning community
5.1.1 Teachers as dream catchers
5.1.1.1 Dreaming to be the best
5.1.1.2 Dreaming to make a change
5.1.1.3 Dreaming to liberate students' learning
5.1.1.4 Dreaming to transform the dominant narrative of foreign language education
5.1.1.5 Dreaming to achieve a harmonious professional life
5.1.1.6 Dreaming to empower the teachers in the nation
5.1.2 Teachers as learners
5.1.2.1 Teachers as passionate learners
5.1.2.2 Teachers as storytellers
5.1.2.3 Teachers collective inquirers
5.1.3 Teachers as students' learning supporters
5.1.4 Teachers as leaders
5.1.5 Teachers as "friends"
5.2 Sustainable factors of RICH-TC as a professional learning community
5.2.1 Centering on authentic learning
5.2.1.1 Learning as authentic being
5.2.1.2 Slow learning
5.2.1.3 Honoring the diversity of learners
5.2.1.4 Learning with excitement
5.2.1.5 Cultivating urposeful activity
5.2.2 Forming a well-functioning team
5.2.2.1 Negotiating a new narrative of foreign language education
5.2.2.2 Changing their narrative of educating, living, and learning
5.2.2.2.1 Transforming educational belief
5.2.2.2.2 Nurturing narrative as a way of knowing
5.2.2.2.3 Developing collective inquiry as a way of understanding
5.2.2.3 Decentering the institutional power among teachers
5.2.2.4 Co-constructing a trustworthy interpersonal relationship
5.2.2.5 Building a healthy learning culture
Chapter Six Conclusion
6.1 Summary of the findings
6.2 Implication on teacher development
6.3 Further research suggestion
References
Appendices
Appendix 1 浙江师范大学外国语学院外语教学与教师发展论坛既要——第三届全国外语教师教育和教师发展学术研讨会参会分享
Appendix 2 以课程为核心的教师发展构想——2008.3月16日RICH教师论坛讨论录音
Appendix 3 外语学院英语专业"外语课程与教师发展"学科简介
Appendix 4 外语教学与教师发展研究论坛海报
Appendix 5 浙江师范大学外国语学院外语教学与教师发展学科群第一次会议纪要
Appendix 6 浙江师范大学外国语学院外语教学与教师发展研究工作坊
Appendix 7 RICH学科名称:外语课程与教师发展
攻读学位期间发表的学术论文
本文编号：3475764
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