A Case Study On Kindergarten Teachers' Learning In Communities Of Practice

Undergoing the decade of reformation in fundamental education curriculum, people are becoming to share a consensus: the teacher is the most important in the reformation that should take place in the classroom ultimately. Teachers' professional development, routine courses of schools and teaching activities have become the focus of course reformation, thus how to improve the professional behavior and enhance the performance of teachers through their daily teaching is becoming the keystone of our contemporary educators. Meanwhile, our society is more and more informationalized and accompanying is the new current of thought and practice, which provide us the novel viewpoint and hints how to re-recognize our knowledge, studying and human relations in education, which, also, generate the new requirement how to re-recognize the relationship between school and teacher and the knowledge, education and studying of teacher.Concerning the social development and challenges in the school education, this paper focuses on the teachers both as a professional and as a life-long-study subject in schools and carries on theoretical analysis and practice research from the situated learning theory, which is different from the psychological or educational methods and theories.From the statement on community of practice, study and knowledge in the situated learning theory, we employ the ethnography method in anthropology, that is, select the teachers in one kindergarten as the subjects, observe their daily teaching activities, and also conduct in-depth-interview and case analysis, compare and analyze from both theoretical and practical aspects in order to re-recognize the teachers' study behavior in school, propose the function mode of community of practice of teacher in school and bolster the teachers' professional development.Purposes and Content of this research:1. By literature study, arrange and understand the fruits of investigators local or abroad on the study of teacher, especially in the community of practice.2. Explore the new reorganization of the teachers' learning behavior from the theories on situated learning, basing on the examination of study and teaching behavior of teachers in different communities in a kindergarten by certain methods of ethnography, such as observation, in-depth-interview, teachers' autobiography and so on.3. Propose the new study mode which facilitates to improve the learning behavior of teachers in school, basing on the theoretical and practical study,Content of this paper mainly includes:1. Based on theoretical review, propose the questions content and methods of this study.2. Theoretically examine the problem of teachers' learning.3. Explore what hints the new study theory implies for the teachers' learning by analyzing the daily teaching of three teachers in a kindergarten who belong to different communities and have different expertise.4. Combined the conclusions from theoretical and practical aspects, propose a mode called " teachers' community of cooperation instruction research "that can improve the learning of teachers themselves.