• The Mathematical Education
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• v.53 no.2
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• pp.201-217
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• 2014

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.181-198
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• 2024

As the teaching and learning paradigm shifts, the demand for informal learning is increasing. In this study, we reviewed related literature and analyzed cases of operating professional learning communities in order to apply professional learning communities to librarianship education and training programs. Seven operational cases of professional learning communities, both domestic and foreign, within the field of librarianship and other fields were selected. The organizational structure, operational format and method, learning content, and support systems were analyzed. Through this analysis, the concept of a librarian learning community was defined, and implications for organizing and operating a librarian learning community were derived from the spontaneity and multi-layeredness of composition, diversity of learning community operation formats, and fieldality of learning content. As a support system for the smooth operation and activation of the librarian learning communities continuity of program operation by the operating organization, support and cooperation from affiliated organizations, education and training programs, platform establishment and operation, and dissemination and feedback of results for activation were presented.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.437-451
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• 2013

This study was conducted as a part of the project to establish professional development system(PDS) for teachers in Korea. This study aimed to provide a case of running a professional learning community(PLC) of teachers in science education based on the collaboration of a national university of education and its affiliated elementary school, in search of learning by participants and implications for professional development of teachers as well as for science teaching in elementary schools. Teachers and researchers who participated in the PLC were able to accumulate meaningful experiences through 11 rounds of meetings. It was not easy to secure enough time for meetings, but they were able to boost their self-confidence for science teaching and enhance the quality of lessons through these gatherings. Participating teachers had a chance to share instructional design, planning, strategies and practices, which include cases of guiding free-choice research activities among students, thereby to be motivated for improved science teaching for the future. The researcher participating in this PLC was also able to understand the identity of an elementary school, especially the affiliated school, and identify the reality and difficulties related to science teaching in schools. Experiences of participating in PLC are expected to help improve the quality of science teaching in affiliated elementary school and pre-service teacher education of the university.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.215-225
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• 2011

The purpose of this study is to contribute research on mathematics education by reviewing earlier studies on teachers' communities. To do so, I searched literature on various kinds of teacher community such as study groups, video clubs, and lesson study. Teacher community has been studied for professional development of teachers and there existed many studies that teacher community help teachers develop their professionals in real. From reviewing literature, I suggest that researchers in Korea need to study about teachers' communities and to find ways using communities in teacher development programs.

• Journal of the Korean Chemical Society
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• v.68 no.4
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• pp.205-220
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• 2024

This study aims to explore characteristics of pedagogical reasoning and action of beginning science teachers that naturally and spontaneously occurs in a professional learning community. Three novice middle school science teachers who majored chemistry education in A college of education, passed the examination for selecting secondary school chemistry teachers, and had a common goal of designing 8^th grade science lesson plan voluntarily created a professional learning community and had weekly meetings over a year. Main data sources included transcribed audio-recording of 11 meetings of three science teachers in a professional learning community. Data was analyzed using Shulman's pedagogical reasoning model that includes comprehension, transformation, instruction, evaluation, reflection, and new comprehension to identify characteristics and features of pedagogical reasoning in a professional learning community. Data analysis revealed that pedagogical reasoning in a professional learning community comprises not only preparation, representations, instructional selections, and adaptation but also evaluation, reflection, and new comprehension in transformation stage. Reflection in transformation stage leads teachers to be actively engaged in discussion and get new comprehension on each sub-component(preparation, representations, instructional selections, adaptation, and evaluation) of transformation stage.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.47-61
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• 2011

The purpose of this study is to suggest a professional development system for elementary teachers who wish enhance mathematical teaching. The learning community on elementary mathematical teaching was composed of fourth grade teachers in a elementary school and an expert from education university. The activities was processed as establishing of objectives and contents of the learning community, discussing and seeing good lesson video, planning the lesson in collaboration with members, practicing the lesson, and reflecting on activities. To analyze these activities, record materials of meetings, lesson videos, member's writing were used. The results reported that the learning community lead teachers to search the method of professional development and showed itself as the effective media to enhance elementary mathematical teaching professionalism.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.143-157
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• 2003

This paper is to make strides toward an enriched understanding of mathematics teacher learning and professional development. Different theoretical frameworks in understanding mathematics teacher learning are reviewed, followed by a discussion of the relationships of knowledge and teaching practice. This paper then analyses contemporary conceptions about effective professional development and, in particular, deals with teacher learning in inquiry communities. This paper introduces a research project describing transition processes from teacher- centered mathematics classroom culture to student-centered culture and analyzing teacher learning in communities and its concomitant change in teaching practice. On the basis of the emerging problems in doing the project, this paper finally addresses some crucial issues on teacher learning and professional development, including the management of an inquiry community, the description of teaching practice from the researcher's perspective, and the analysis of teacher learning in communities.

• Journal of Korean Library and Information Science Society
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• v.55 no.1
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• pp.69-97
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• 2024

It is important to plan and operate various training programs at the national level to develop librarians' job performance expertise and future-oriented capabilities. The purpose of this study was to examine the possibility of introducing a librarian learning community as an training program at a professional education and training institution and to suggest an appropriate operation method. To this end, research was conducted using the following contents and methods: 1) theoretical discussion on program operation such as the concept, operation stages, and types of a librarian learning community through a review of related literature; 2) exploring the possibility of operating a librarian learning community through pilot operation and derivation of implications, 3) proposal of a librarian learning community operation model. This study reviewed the librarian learning community operating model through participant observation and participant opinion collection during the pilot operation process to minimize confusion in the early stages of implementation, and also presented an operational roadmap and support system for the successful establishment of the program in the future. There is a need to further develop the librarian learning community operating model presented in this study through implementation and empirical analysis over the next several years. However, the results of this study will also be useful as an initial operating model for a learning community for professional education and training in other fields.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.267-286
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• 2017

This study analyzed the processes of lesson plan, implementation, and reflection by a professional learning community with five teachers who were teaching second grade students in the same elementary school. The results of the study showed that the learning community helped the teachers prepare for a lesson effectively, enhance their teaching practices, and reflect on their teaching methods. However, the teachers had difficulties in re-designing and implementing the collaborative lesson plan in their classrooms and had a tendency to talk about their feelings about lessons rather than meaningful comments for subsequent lessons. The successes and difficulties revealed through this study are expected to provide us with directions of learning communities for improving teachers' professional development.