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http://dx.doi.org/10.14697/jkase.2021.41.4.297

Qualitative Inquiry into the Characteristics of Science Teacher Learning Communities: Cases Within and Across Schools  

Kwak, Youngsun (Korea National University of Education)
Lee, Ki-Young (Kangwon National University)
Jeong, Eunyoung (Chonnam National University)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.4, 2021 , pp. 297-310 More about this Journal
Abstract
This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.
Keywords
Science teacher learning community; Qualitative inquiry; Science Core Schools; Science teacher PLC across schools; Community of inquiry;
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