The Case Study Of School-university Teacher Professional Learning Community

Under the background of teacher education and teacher professional reform,both domestic and foreign are actively exploring effective ways to promote teacher professional development.The development of school-university teacher professional learning community has attracted widespread attention from scholars at home and abroad.It aims to promote the professional growth of university teachers,in-service primary and secondary school teachers,and masters of education.With the core spirit of “sharing(resources,technology,experience,values,etc.)and mutual cooperation”,university teachers and primary and secondary school teachers jointly carry out teaching and research activities as the main way,providing an important carrier for university teachers to cooperate with primary and secondary school teachers.In the process of cooperation between university teachers and primary and middle school teachers,university teachers can provide scientific research guidance for primary and secondary school teachers and help them solve problems in education and teaching with their own theoretical advantages;Primary and secondary school teachers can fully contribute their own practical wisdom to meet the training requirements of the "double tutor" system for education masters,provide rich teaching cases and real practical situations for university teachers to conduct scientific research,and achieve a deep integration of educational theory and teaching practice.However,the development process of the U-S teacher professional learning community is not smooth.In order to improve the development status of the community,this study takes the case of the teacher professional learning community formed by H Normal University and its practice base school as a case to deeply explore the difficulties and deep causes in the development of the community.This study hopes to propose effective strategies for promoting the development of the community from a theoretical perspective,and provide reference for other communities that encounter similar problems.This study uses the literature research method,case analysis method and interview method to explore the due state of the school-university teacher professional learning community and the actual situation of the community in the practical level.On the theoretical level,this study is based on social constructivism theory,learning organization theory,ecological philosophy theory,and teacher culture theory.It is analyzed that the school-university teacher professional learning community should have four characteristics: the consistency of vision,the cooperation of research,the openness of resources,and the integration of culture.On the practical level,this study provides an in-depth understanding of the actual situation of the school-university teacher professional learning community in the form of individual cases.Based on the basic situation of the development process of the case,the operation of the case,and the effective management of the case,it is clear that the current development of the school-university teacher professional learning community faces the dilemmas of differences in thinking styles,difficulty in realizing core interests,relatively tight cooperative relations,and lack of organizational guarantee conditions.Behind these dilemmas are hidden complex generation mechanisms such as differences in cultural backgrounds,unbalanced heterogeneous resource dependence structure,low legal identity between subjects,and inadequate organizational support.The two sides should explore the development path suitable for the school-university teacher professional learning community from the basis of building a cooperation foundation,clarifying the core of cooperation,facing the key to cooperation,and establishing cooperation guarantee in order to cope with the difficulties in the development of the case,and promote university teachers,in-service primary and secondary school teachers,and masters of education to achieve their professional growth.