Research On The Mechanism Of Action Of Famous Teachers’ Studios On Teachers’ Professional Development From The Perspective Of PLC

Teaching studios,a kind of cross-school teacher organizations that not only conform to the characteristics of the Western professional learning community(PLC)but also have a localized practice orientation,are an important path for in-service teachers’ professional development.With the deepening of education reform,many countries are actively exploring ways to improve education and teacher quality,and continue to strengthen teachers’ professional learning in the PLC.At present,domestic research efforts on the PLC in China focused more on lesson preparation groups or teaching research groups,whereas “black box”research efforts on the role of teaching studios in teachers’ professional development are relatively scarce.Focusing on the mechanism of action of teaching studios on teachers’ professional development,this study tries to answer the following three questions from the perspective of PLCs: What are the characteristics of teaching studios that promote teachers’ professional development? How do the activities of teaching studios promote teachers’ professional development? What are the main influential factors for the promotion of teachers’ professional development by teaching studios? Specifically,first,on the basis of PLC theory,this paper dissects the characteristics of teaching studios from three aspects,namely,code of conduct,division of labor among members,and intermediary tools.Second,this paper uses the theory of cultural and historical activities(third generation)to analyze teaching studios’ mechanism of action through “three keys”(key events,key situations,and key figures),and posits that teaching studios mainly promote teachers’ professional development through duty performance,communication,and exchange activities.Third,from the perspective of“output”(teachers’ professional development),this paper analyzes the effect of their functional mechanism.Next,the mechanism of action of teaching studios on teachers’ professional development is deeply explored by introducing three case studios,with a multi-case study as the main research paradigm,coupled with a questionnaire survey,interviews,observations,and text analyses,from the perspective of empirical study.The following conclusions were drawn:presenter traits are key elements and external supporting conditions are only sufficient conditions,and the “three keys” have important influences on the formation and spanning of the zone of proximal development for teachers.These conclusions have enlightening and referential significance for a return to the function of teaching studios,the realization of the value of the PLC,and the idea and practice that the fundamental purpose of teachers’ professional development is to promote students’ development.Finally,based on the key elements presented in each case,this study puts forward feasible suggestions for regional education administrative authorities,school leaders,and front-line teachers at the practical level.