A Study On Village Teachers’ Reading Community Construction

At present,the problem of teacher professional development has attracted the attention of many countries including China.Reading,as an effective way to promote teachers’ professional development and self-growth,deserves more attention and research.Teachers,as a special group,have remarkable organizational characteristics.Compared with the scattered and fragmented reading of teachers,collective reading is more effective.As a kind of ideal collective organization form,teacher professional learning community can provide effective guidance for carrying out collective reading of rural teachers,stimulate the reading initiative of rural teachers to a greater extent,form the trend of advocating reading among rural teachers,set an example for students to read,and thus promote the development of rural basic education.Based on this,this study selects CL School as the research object and makes a comprehensive review of the construction of the reading community by means of literature review,observation,interview and text analysis using the case study method.It tries to outline the organizational prototype of the village teachers’ reading community and analyze the influencing factors of the development of the reading community.This paper summarizes the feasible ways to carry out village teachers’ collective reading practice.Through in-depth analysis of the data obtained,the following conclusions are drawn:1.The development of rural teachers’ reading community is influenced by both internal and external factors.The internal influence comes from cognitive factors,including professional belief,reading value and self-efficacy,and emotional factors,including belonging and identification,joy of process and joy of harvest.External influence comes from organizational context,including development goals,management system,activity organization,cooperative relationship and leader,and social context,including cultural atmosphere,work characteristics,recognition of others and social support.2.On the one hand,the reading community of rural teachers gives the members full autonomy to choose,reducing the resistance to the previous "top-down" coercive community.The heartfelt recognition and support make it show a high degree of cooperation and completion;On the other hand,the absence of administrative force means that the organizers need to raise the manpower,material resources and other aspects of guarantee support for the construction and operation of the community by themselves,which is not only difficult for the organizers,but also hidden dangers for the long-term and stable operation of the community.Based on the above conclusions,it is suggested that the optimization path of village teachers’ reading community construction can focus on the following three aspects.First,stimulate the main impetus.Emphasize shared development vision and value recognition;Set up a typical demonstration;Encourage active participation.Second,improve organizational construction.Require the establishment of reasonable institutional norms;Attach importance to the leading role of organizers;Build teams and share decisions.Third,seek external support.Establish and improve the support system;Create a reading sharing platform;Deepen U-S cooperation.