Learning Community To Support Teacher Professional Learning

The feature of network information technology, such as its powerful resourcesopenness, interactive flexibility and learning autonomy, provides a great support forteachers’ professional learning. In recent years, online learning community graduallyemerged and has become the important concept for teachers’ professional learning.At present, the online learning community of teachers professionaldevelopment research, research mainly focuses on theoretical knowledge, learningplatform design and construction method, etc, and for the study of importantaspects of learning, interaction in web-based collaborative learning in the process ofteachers professional knowledge construction process is insufficient.Therefore, this paper takes it as an entry point by long-time track of networklearning, specific analytical tools and coding systems development. It tries to analyzehow network learning to support mathematics teachers’ professional development,and also how to construct and develop the professional knowledge of mathematicsteachers’ in the learning processTaken “Milky tribal” as an example case, the research, combining the subject(mathematics) features, carried out such four following analysis to all the logs ofjunior mathematics and corresponding posts under the discussion topics by usingcontent analysis method: relating content and mode of network learning,circumstances and features of network interactivity, knowledge construction ofcollaborative learning, dialogue function in the discussion process. The tools foranalysis is as followings: All logs and theme of network teaching discussion; postsbasis, posts response condition and role distribution; knowledge constructionbehavior and characteristics, its position and using condition of PCK knowledge; thedialogue function under three different dialogue types.The result shows that:（1）. In the content involved in the network learning way,teachers play a principal part. The logs are related to class teaching, teaching andresearch activity, work plans and other teaching levels. Most of the logs are aboutthe class teaching; In the discussion of network teaching and researching, the majority of topics is relate to class teaching issues and knowledge points.（2）. Fromthe condition and characteristic of interactive learning point of view, the learndiscussion expansion is not deep enough. Most people post based on theme content,while seldom response to other posts. Only part of the learners takes part in theinteraction. The marginalized groups have a big amount, but it is lack of that learnerswho can drive the whole discussion group.（3）. As to the knowledge construction ofcollaborative learning, the level is not much high. Most of the learners analyze andreflect the theme content or others’ points, then assess and come up with somerecommendations and teaching strategies. The conflict and defense phase take someproportion. The learners combine the knowledge points by explaining,demonstrating, supporting his own viewpoints, or by asking questions. However, youcan hardly find stating or applying posts. The knowledge in those posts most comesfrom the teaching strategy knowledge, students knowing knowledge and resultfeedback knowledge.（4）. Judging from the dialogue type and function in thediscussion process, It has three dialogue types which aims to achieve differentdialogue functions:. Information sharing dialogue, it mainly comes out teachingsuggestions and strategies to theme content, and then learners can summarize theknowledge system according to the discussion content. While probing dialoguestructure appears in the form of questions, making the discussion wide and deep.While you can see there are some questions did not receive their answers in time; Inconsultative dialogue, Learners can consult, replenish, modify and improve theviewpoints of others, It supplies the effective solution to the teaching issues.This study not only provides a reference for the other network platformdevelopers, managers and learners, effectively promotes the knowledge constructionduring teachers’ learning and improves the professional development level forteachers, but also offers an analytical framework and analysis tools for researcherswho are discussing and assessing how Online learning community affects teachers’professional development.