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A Study on The Development of A Cross-school Professional Learning Community for Mathematics Teachers
Professional Learning Community for Teachers
Teacher’s Professional Development
This study is a case study on the cross-school professional learning community of Math café teachers,aiming to explore the development of the cross-school professional learning community of math teachers, the benefits to the professional development of math teachers, and the difficulties faced by the community development and its corresponding strategies. As a qualitative research, this study collected data through observation, document analysis and interviews with seven members of the core group in the Math café. After the data collection, further analysis was conducted to form the results and conclusions of the study. According to the research objectives and questions, the conclusions of the research are as follows: 1. The development of Math café teachers’ cross-school professional learning community can be divided into "the background and philosophy of the community” and "community’s key activities and operations”, in which the latter may be separated into three parts, including common lessons, teachers study, as well as online resources sharing and communication. 2. The benefits of Math café teacher’s cross-school professional learning community to the professional development of mathematics teachers can be divided into three parts including "teaching", "classroom management" and "the need of teachers' inner growth". 3. There are seven difficulties in the development of cross-school professional learning community for Math café teachers, which are as follows: (1) Lack of supports from the school colleagues; (2) Lack of professional management team within the community; (3) Shortage of funds and resources; (4) Shorter rest time for teachers due to the community affairs; (5) The effectiveness of teaching strategies is easily questioned due to the standard of evaluation methods; (6) The organization is not yet formed and the system is not solid enough; (7) Lack of personnel training and the fear of lack of successors. 4. For the solutions to the development dilemmas, the Math café teacher’s cross-school professional learning community should stay positive in the face of challenge. First, they should hold a consensus meeting to identify the community development difficulties and develop coping strategies, and then establish a core group of 12 members in the math café to seek external assistance from professional teams for energy-enhancing training. After breaking through the dilemmas, the transformation of Math café 2.0 can be smoothly completed. Based on the above findings, further suggestions are proposed for reference to related educational authorities, case communities and future researches.
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