A Study of Professional Learning Communities (PLC) in Junior High Schools: Focusing on A Technological Creativity Community

• Main Author: 陳芯怡
• Other Authors: 朱耀明
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/02086573300467366290

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 104 === A Study of Professional Learning Communities (PLC) in Junior High Schools: Focusing on A Technological Creativity Community Abstract Professional Learning Community (PLC), are united by teachers who aimed to improve educational skills, had common visions or teaching goals. However, there are only few studies addressing this issue. This study aimed to investigate one PLC in Sunny junior high school (pseudonym), which put its major efforts on construction of scientific creativity competitions and turning the knowledge from Science and Technology Classes to real-life practices. By qualitative research method, detailed interview with eight members from the community was used for the main investigational tool. Several important difficulties were also discussed, and most importantly, the recommendations were also made in this study. The developmental base was mainly built by the teaching and scientific enthusiasm from the members. Initially, the community attempted to achieve goals, consensus and review available resources. The key characteristics of the PLC include multiplicity of maintenance, sharing leadership and emotional supports. The profession and cooperation of involved members and the open-minded environment from school authorities, students and their parents significantly help the PLC. The current achievements of this PLC consisted of the long-term life development of students, atmosphere of active learning of school, and teaching profession improvement of PLC members. However, some difficulties existed. Firstly, the supports from school were not enough and needed enhancement. Secondly, the heavy loadings of the PLC members urge the needs of rotation plans, mutual supports, and positive attitude. Thirdly, the differences of the needs of every personnel of PLC and PLC itself should be considered. Last, sharing experiences to other PLCs is important. KEYWORDS: qualitative research method, professional learning community, scientific creativity competition, Science and Technology Education