Study On The Development Of Professional Learning Community For Primary School Beginning Teachers

In the era of knowledge economy,education is the key force to master the future.As the fresh blood of teachers and the most advanced group of teachers in the times,their professional growth should be paid more attention to.Domestic primary schools have centralized induction training guidance for junior teachers,but the cycle is short and the level is shallow,which is not enough to support the continuous growth of primary school teachers.Teachers' professional learning community is a learning organization generally recognized by the educational circles,and it is the first choice way for begging teachers to borrow their strength for their growth.However,these common teachers' professional learning communities have many problems,such as loose forms,mixed levels and so on,and because they do not focus on the group of begging teachers,the begging teachers are often in a passive position in these professional learning communities,easy to miss the opportunity to grow.If we build a professional learning community for primary school teachers,based on the professional growth needs of primary school teachers,fully respect their subjectivity and subjective initiative,create a mutual learning environment,provide rich learning resources,build a broad display platform,give excellent benchmarking demonstration,will certainly help primary school teachers to achieve professional growth with higher quality and efficiency.To build such a community of professional learning for primary school teachers,we need schools to pay enough attention to the training and guidance of begging teachers,be willing to tilt resources and provide support conditions for this group;secondly,the organizers need to have professional theoretical knowledge and professional ability,which can not only establish a systematic,scientific and sustainable operation mechanism for the community,but also promote the sustainable operation of the community.Changsha Q Education Group also has these two prerequisites,and as early as 2009 established a Q night school dedicated to achieving the professional growth of begging teachers.Q night school in 11 years of operation showed the primary school teachers professional learning community unique advantages,representative.With the successful development of Q night schools,other primary schools in the region have followed suit to build their own professional learning community.Based on this background,this study takes literature method,interview method,questionnaire method and case method as the research methods,and takes the construction and effect of the learning professional community of primary school teachers as the theme,and tries to put forward an effective strategy to construct the professional learning community of primary school teachers.Taking the Q night school of Changsha Q Education Group as the empirical research object,this paper summarizes the general appearance and operation mode of Q night school through questionnaire and interview investigation,analyzes the promoting effect of Q night school on the professional growth of primary school teachers,summarizes the successful experience and problems and reasons of the construction and development of evening school,and finally puts forward seven effective strategies for constructing the professional community of primary school teachers: refining common vision,settling down professional growth,moving towards common goal and exerting flywheel effect;constructing scientific system and highlighting professional emphasis;Principal professional leadership,pay attention to organizational development;find the right leader,set a good benchmark;share leadership,fill the lead goose;make good use of information technology,play the effectiveness of tools.This study further enriches the theory of professional learning community construction,and also provides a new idea for primary school teachers to train,which is of positive significance to teachers and school development.The limitations of this study are mainly reflected in the small number of samples,the lack of tracking research on the initial teachers,and the lack of the unique attributes of primary school teachers.