A Study On School-based Learning For High School Teachers From The Aspect Of Learning Community

Teacher learning is the basis and precondition of teacher professional development.Despite the pre-formal education and in-serve continuing education training providesubstantial learning opportunities for teachers, and it plays an important role in teacherprofessional development, but teachers as adult learners, the activities in the workplace forteachers are closely linked with their development. Learning needs of teachers innon-academic education is more clearly reflected in the learning process, and teacherslearning intentions in the workplace are also active. Teachers’ professional characteristics andschools’ reality decide that most of the teachers can not leave the teaching position and take along time to receive formal training. The school-based learning and communication amongcolleagues and workplace are benefit for teachers’ practical needs.In this paper, the researcher makes her point through typical case study on ZhangzhouExperimental Middle School and tries to study the situation of English teacher school-basedlearning and its impact for their professional development. Then, the researcher studies theschool-based learning activities of English teachers in this school and makes severalsuggestions to enhance the effect of school-based learning. In this school, multiple methods ofdata collection, including interview and questionnaires were adopted in this qualitative study.The thesis contains five parts as follows:Part One: the researcher introduces the research background, relevant studies at home andabroad, carding a teacher learning, school-based teacher learning communities and otherrelative concepts. Based so, researcher defines the concept of teacher school-based learningand described the design and methods of this study.Part Two: Through interviews and questionnaires, researcher analysis the school-basedlearning status of a middle school English teachers，including their learning objectives，learning difficulties, learning content, learning needs, learning attitude and learning aspects ofprotection, and induct related factors and characteristics of teacher school-based learning.Part Three: School-based learning Practice of Zhangzhou Experimental Middle Schoolteachers. Researcher displays the teachers’ school-based learning activities in teachers’learning community through the case.Part Four: Researcher analyzes the problems of teachers’ school-based learning in thisschool.Part Five: Conclusion and suggestions. Induct positive significance of this schoolteachers’ school-based learning. And then, relevant recommendations of school-basedlearning effect were given.The last part is epilogue. In this part, the author reflects on herself and the whole processof this research.