The Teacher Professional Learning Community Practice Model Research

In the wave of reform in teacher professional development,Professional Learning Communities (PLC) is an effective way for teacherprofessional development. In foreign countries (especially in the UnitedStates)，the relevant theories are straightened out more perfectly，andachieved good results in the specific practice. In the context of our newcurriculum reform, teachers should build learning organization based onteamwork according to the inner needs, and actively engage ininquiring and learning to obtain continuing professional development.As a result, research for American teacher professional learningcommunity can provide some theoretical guidance and practicalexperience for teacher professional development in China.The writer sorts out the relevant theories about professional learningcommunity, and then introduced and analyzed two kinds of practicemodels of professional learning community in detail, which combinedwith two specific examples of inter-school and inner-school models.Teachers in Professional Development School (PDS) establish goals andmake decisions together; they share cooperative learning and bestpractices. There are standardized assessment system and supportiveobjective and subjective conditions in PDS. Akron-Barbertong publicschool case shows advantages of operability and teacher professionaldevelopment, but also has some deficiencies of building institutions andholding personnel relationships. Critical Friends Group (CFG) ischaracterized by educators’ cooperative learning and inquiry inschools. The case of Vietnamese English (EFL) teachers reflected how tofocus on teachers’ reflection and action research, and how toorganically combine the independent needs and professionalcooperation, which calls on teachers’ sense of responsibility andabilities of accepting responsibility. According to the American experience and our own currentsituation, the writer believes that we should do some active reform toexplore multiple and dynamic professional learning communities basedon the specific practices. Secondly, teachers’ subjective consciousnessand attitude of participation in decision-making will affect theeffectiveness of practice. In addition, we should guide teachers towardthe natural cooperation.