The Operation Of Master Studio From The Perspective Of Teachers Learning Community

Teacher learning community(TLC)emphasizes teachers' participation into collective learning and research.The mutual construction and integration in communication between teachers can rebuild the subjectivity of teachers to promote the improvement and progress of the schools.This is an effective form to promote the professional development of teachers.At present,related research on teacher learning community has been widely discussed in the field of education.Since 2002,“master studio”,a practical form of teacher learning community,has been practiced in the field of basic education in China.Over the past fifteen years,the master studio have experienced a great-leap-forward development from scratch to flourishing in the country.However the application of master studio under the conception of teachers learning community is not very clear in existing related literature.Whether the application and operation of master studio reflect the development idea of teacher learning community?If there are some reflections,and how much can the master studio reflect the various structural elements of TLC? In terms of the research methods employed by most of existing research,few study has adopted empirical research methods to investigate.In addition,most of existing related literature primarily focus on the practices of master studio in developed coastal regions of China.Drawing upon theories on teachers learning community,this study has constructed a theoretical framework of master studio construction in primary and secondary schools from the perspective of TLC.Z city in Guizhou Province was selected as research field,and questionnaire,interview and observation were employed to investigate the operation of master studios in Z city.This study specifically discusses the following two questions:(1)How the core factors of TLC have been carried out in the operation of the master studios in the primary and secondary schools of Z city,?(2)What are the problems in terms of the operation of these master studios in Z city reflecting from the perspective of TLC? Two-level and seven sub-level dimensional analytical framework has been used to guide the data collection and analysis.SPSS23.0 software was used for statistical analysis,and content analysis was conducted to analysis the data from interviews and observations.Combined with the results of two parts of the data,this study finds the master studio in primary and secondary school in Z city reflect the core elements of TLC,but there is still a gap between reality and expectations.For instance:(1)The studio host can most fulfill the responsibilities,members and students need to strengthen the fulfillment of responsibilities,and the host,members and students have developed to some degree through teacher studio platform;(2)On the construction of the learning environment,collaborative learning and de-individualized learning have been carried out best,next shared vision and shared leadership and support conditions were relatively weak,and members can feel higher practice on the degree of common leadership and support conditions than students can feel.(3)The number of studio,the learning period of studio,the teacher offices,the way of teacher to join the studio,the level of schools will affect the construction of different dimensions of the learning environment.Combined with the collection of data,the study finds the elementary and middle school master studio in the learning community have some problems: In terms of performing duty of learning subject,members do lack in the promotion of advanced experience and teaching methods;The students can't be guaranteed fully take part in the activities in the workshop on time;In the aspect of learning environment building,the strength of host training members' and student' leadership is not enough,Members and students less chance to participate in the important discussion and decision-making,and students organize activities are fewer;The determine of the overall goal of the master studio are lack of mutual consultation;The communication activity between the teacher studio are less;Supporting conditions becomes “Short board”of the construction of the studio:Teachers of master studio act as "double" and heavy tasks;The studio activities lack experts guidance;The right using of funds are severely restricted and so on.The key reason for the existence of the above problems: From the aspect of learningagent,consciousness of common decision of members and students are weak;The members and students have differences in the aspect of thinking.From the aspect of learning environment,the master studio related institutions are not sound;The professional location of the master studio suffer from an embarrassment of the reality;Studio activities are shore of the necessary support for the power of school administration.There are time and space limit of the studio activities.Based on the above problems,this study puts forward some strategies to improve the construction of the master studio of Z city:(1)From the aspect of learning agent,the host enhance the sense of authorization and raise the leadership of members and students;Members and students change mental model and strengthen theirs sense of subject.The host,members and students together decide the development goal of master studio.(2)From the aspect of learning environment:the educational administration department should improve the system and identify the orientation of the studio to provide a strong guarantee for the construction of the master studio;Schools give active support in time and material;Master studio should improve their operation management mechanism.