大学英语教师专业学习共同体量表编制:以教研室为例
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摘要
本研究以大学英语教研室为分析框架,经过半开放式访谈、初始问卷编制与测量、正式问卷编制与测量、项目分析、探索性因素分析和验证性因素分析等程序,编制《大学英语教师专业学习共同体量表》。量表显示大学英语教师专业学习共同体是一个由专业领域基础、专业实践与应用、支持性条件、领导方式和集体认同5个因子组成的多维度结构,该结构与数据拟合较好,具有较高的信度与效度。
This study, based on the structure of Jiaoyanshi, compiles the initial college English teachers' professional learning communities(PLCs) scale consisting of 46 items. The formal scale is established through item analysis(n=256). Then exploratory factor analysis(n=252) of the formal scale results in a five-factor solution comprising 32 items that explains 56.317% of the va-riance in the PLCs scale. Internal consistencies and retest reliabilities of the factors are all higher than. 700, supporting the reliability of the PLCs scale. Finally, confirmatory factor analysis(n=252) replicates the initial factor structure of the PLCs scale, and indicates a satisfactory goodness-of-fit. In sum, the PLCs scale developed in the study is reliable and comprehensive in the measurement of college English teachers' professional learning communities, and it has promising validity and considerable potential utility in the research on college English teachers.
This study, based on the structure of Jiaoyanshi, compiles the initial college English teachers' professional learning communities(PLCs) scale consisting of 46 items. The formal scale is established through item analysis(n=256). Then exploratory factor analysis(n=252) of the formal scale results in a five-factor solution comprising 32 items that explains 56.317% of the va-riance in the PLCs scale. Internal consistencies and retest reliabilities of the factors are all higher than. 700, supporting the reliability of the PLCs scale. Finally, confirmatory factor analysis(n=252) replicates the initial factor structure of the PLCs scale, and indicates a satisfactory goodness-of-fit. In sum, the PLCs scale developed in the study is reliable and comprehensive in the measurement of college English teachers' professional learning communities, and it has promising validity and considerable potential utility in the research on college English teachers.
引文
操太圣乔雪峰.理想与现实:教研组作为专业学习社群的批判反思[J].全球教育展望,2013(12).‖Cao,T.-S.,Qiao,X.-F.Ideal and Reality:Critical Reflection on Teaching and Research Groups as Professional Learning Communities[J].Global Education,2013(12).
陈先奎孙钦美毛浩然.网络实践共同体对高校英语教师科研领导力发展的影响:一项多案例研究[J].外语界,2008(6).‖Chen,X.-K.,Sun,Q.-M.,Mao,H.-R.Effects of Online Community of Practice on University English Teachers' Research Leadership[J].Fo-reign Language World,2008(6).
戴炜栋吴 菲.我国外语学科发展的约束与对策[J].外语教学与研究,2010(3).‖Dai,W.-D.,Wu,F.On the Development of Foreign Language Studies in China:Constraints and Strategies[J].Foreign Language Teaching and Research,2010(3).
郭燕 徐锦芬.我国大学英语教师专业发展共同体建设研究[J].外语界,2015(5).‖Guo,Y.,Xu,J.-F.An Empirical Study on the Construction and Effectiveness of a Professional Development Community of College English Teachers in China[J].Foreign Language World,2015(5).
郭志刚.社会统计分析方法——SPSS软件应用[M].北京:中国人民大学出版社,1999.‖Guo,Z.-G.Social Statistics with SPSS[M].Beijing:China Renmin University Press,1999.
胡艳.专业学习共同体视角下的教研组建设——以北京市某区中学教研组为例[J].教育研究,2013(10).‖Hu,Y.On the Construction of the Teaching and Research Group from the Perspective of Professional Learning Community[J].Educational Research,2013(10).
黄芳铭.社会科学统计方法学:结构方程模型[M].台北:五南图书出版股份有限公司,2003.‖Huang,F.-M.Structural Equation Model and AMOS[M].Taipei:Wunan Book Publishing Co.,Ltd.,2003.
乔雪峰黎万红.从特质视角到发展视角:专业学习社群的研究路径[J].全球教育展望,2013(3).‖Qiao,X.-F.,Li,W.-H.From a Trait Perspective to a Deve-lopment Perspective:The Research Route of Professional Learning Communities[J].Global Education,2013(3).
唐进.大学英语教师职业认同量表编制[J].外语界,2013(4).‖ Tang,J.Development of the College English Teachers' Professional Identity Inventory[J].Fo-reign Language World,2013(4).
唐进.我国大学英语教师职业认同现状调查与研究[J].中国外语教育,2015(3).‖Tang,J.An Investigation into College English Teachers' Professional Identity[J].Foreign Language Education in China,2015(3).
唐进.“指派的我”与“真实的我”——大学英语新手教师专业认同研究[J].山东外语教学,2017(1).‖Tang,J.Assigned Identity vs Claimed Identity:A Study of Novice College English Teachers' Professional Identity[J].Shandong Foreign Language Teaching,2017(1).
文秋芳任庆梅.探究我国高校外语教师互动发展的新模式[J].现代外语,2011(1).‖Wen,Q.-F.,Ren,Q.-M.A New Interactive Model for Tertiary EFL Tea-cher Education in China[J].Modern Foreign Languages,2011(1).
吴明隆.问卷统计与务实[M].重庆:重庆大学出版社,2010.‖Wu,M.-L.Questionnaire Design and Practice[M].Chongqing:Chongqing University Press,2010.
张文彤.SPSS统计分析基础教程[M].北京:高等教育出版社,2004.‖Zhang,W.-T.A SPSS Statistical Analysis Foundation Course[M].Beijing:Higher Education Press,2004.
周燕.中国高校英语教师发展模式研究[J].外语教学理论与实践,2008(3).‖Zhou,Y.A Study on Mo-dels of Professional Development for University Teachers of English in China[J].Foreign Language Learning Theory and Practice,2008(3).
Day,C.,Harris,A.Teacher Leadership,Reflective Practice and School Improvement[A].In:Leithwood,K.A.,Hallinger,P.(Eds.),Second International Handbook of Educational Leadership and Administration[C].Dordrecht:Springer,2002.
Dufour,R.What Is a “Professional Learning Community”?[J].Educational Leadership,2004(8).
Hord,S.M.Professional Learning Communities:What Are They and Why Are They Important?[J].Issues about Change,1997(1).
Hoy,W.K.,Tarter,C.J.,Hoy,A.W.Academic Optimism of Schools:A Force for Student Achievement[J].Ame-rican Educational Research Journal,2006(3).
Huffman,J.B.,Hipp,K.K.Professional Learning Community Organizer[A].In:Huffman,J.B.,Hipp,K.K.(Eds.) Professional Learning Communities:Initiation to Implementation[C].Lanham:The Scarecrow Press,2003.
Kwakman,K.Factors Affecting Teachers' Participation in Professional Learning Activities[J].Teaching and Teacher Education,2003(2).
Louis,K.S.,Marks,H.M.,Kruse,S.Teachers' Professio-nal Community in Restructuring Schools[J].American Educational Research Journal,1996(4).
Mansvelder-Longayroux,D.,Beijaard,D.,Verloop,N.The Portfolio as a Tool for Stimulating Reflection by Student Teachers[J].Teaching and Teacher Education,2007(1).
Neve,D.D.,Devos,G.How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?[J].Teachers and Teaching Theory and Practice,2017(3).
Olivier,D.F.,Hipp,K.K.,Huffman,J.B.Professional Learning Community Assessment[A].In:Huffman,J.B.,Hipp,K.K.(Eds.),Reculturing Schools as Professional Learning Communities[C].Lanham:The Scarecrow Press,2003.
Olson,M.,Craig,C.Opportunities and Challenges in the Development of Teachers' Knowledge:The Development of Narrative Authority Through Knowledge Communities[J].Teaching and Teacher Education,2001(6).
Owen,S.Teacher Professional Learning Communities:Going Beyond Contrived Collegiality Toward Challenging Debate and Collegial Learning and Professional Growth[J].Australian Journal of Adult Learning,2014(2).
Sargent,T.C.,Hannum,S.E.Doing More with Less Tea-cher Professional Learning Communities in Resource-constrained Primary Schools in Rural China[J].Journal of Teacher Education,2009(3).
Tajfel,H.Social Psychology of Intergroup Relations[J].Annual Review of Psychology,1982(33).
Thomas,G.In the Company of Colleagues:An Interim Report of the Development of a Community of Teacher Learners[J].Teaching and Teacher Education,1998(1).
Tseng,F.C.The Way We Share and Learn:An Exploratory Study of the Self-regulatory Mechanisms in the Professional Online Learning Community[J].Computers in Human Behavior,2010(5).
Tsui,A.Complexities of Identity Formation:A Narrative Inquiry of an EFL Teacher[J].TESOL Quarterly,2007(4).
Vescio,V.,Ross,D.,Adams,A.A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning[J].Teaching and Teacher Education,2008(1).
Wahlstrom,K.L.,Louis,K.S.How Teachers Experience Principal Leadership:The Roles of Professional Community,Trust,Efficacy and Shared Responsibility[J].Educational Administration Quarterly,2008(4).
Webb,R.,Vulliamy,G.,Sarja,A.,H?m?l?inen,S.,Poikonen,P.Professional Learning Communities and Teacher Well-being?:A Comparative Analysis of Primary Schools in England and Finland[J].Oxford Review of Education,2009(3).
Wells,C.A Conceptual Design for Understanding Professio-nal Learning Community Implementation[J].Catalyst for Change,2008(2).
Wells,C.,Feun,L.Implementation of Learning Community Principles:A Study of Six High Schools[J].Nassp Bulletin,2007(2).
Wenger,E.Learning for a Small Planet:A Research Agenda[OL].http://learninghistories.net/documents/learning for a small planet.pdf,2004.
Wenger,E.Communities of Practice and Social Learning Systems:The Career of a Concept[A].In:Blackmore,C.(Ed.).Social Learning Systems and Communities of Practice[C].London:Springer,2010.
陈先奎孙钦美毛浩然.网络实践共同体对高校英语教师科研领导力发展的影响:一项多案例研究[J].外语界,2008(6).‖Chen,X.-K.,Sun,Q.-M.,Mao,H.-R.Effects of Online Community of Practice on University English Teachers' Research Leadership[J].Fo-reign Language World,2008(6).
戴炜栋吴 菲.我国外语学科发展的约束与对策[J].外语教学与研究,2010(3).‖Dai,W.-D.,Wu,F.On the Development of Foreign Language Studies in China:Constraints and Strategies[J].Foreign Language Teaching and Research,2010(3).
郭燕 徐锦芬.我国大学英语教师专业发展共同体建设研究[J].外语界,2015(5).‖Guo,Y.,Xu,J.-F.An Empirical Study on the Construction and Effectiveness of a Professional Development Community of College English Teachers in China[J].Foreign Language World,2015(5).
郭志刚.社会统计分析方法——SPSS软件应用[M].北京:中国人民大学出版社,1999.‖Guo,Z.-G.Social Statistics with SPSS[M].Beijing:China Renmin University Press,1999.
胡艳.专业学习共同体视角下的教研组建设——以北京市某区中学教研组为例[J].教育研究,2013(10).‖Hu,Y.On the Construction of the Teaching and Research Group from the Perspective of Professional Learning Community[J].Educational Research,2013(10).
黄芳铭.社会科学统计方法学:结构方程模型[M].台北:五南图书出版股份有限公司,2003.‖Huang,F.-M.Structural Equation Model and AMOS[M].Taipei:Wunan Book Publishing Co.,Ltd.,2003.
乔雪峰黎万红.从特质视角到发展视角:专业学习社群的研究路径[J].全球教育展望,2013(3).‖Qiao,X.-F.,Li,W.-H.From a Trait Perspective to a Deve-lopment Perspective:The Research Route of Professional Learning Communities[J].Global Education,2013(3).
唐进.大学英语教师职业认同量表编制[J].外语界,2013(4).‖ Tang,J.Development of the College English Teachers' Professional Identity Inventory[J].Fo-reign Language World,2013(4).
唐进.我国大学英语教师职业认同现状调查与研究[J].中国外语教育,2015(3).‖Tang,J.An Investigation into College English Teachers' Professional Identity[J].Foreign Language Education in China,2015(3).
唐进.“指派的我”与“真实的我”——大学英语新手教师专业认同研究[J].山东外语教学,2017(1).‖Tang,J.Assigned Identity vs Claimed Identity:A Study of Novice College English Teachers' Professional Identity[J].Shandong Foreign Language Teaching,2017(1).
文秋芳任庆梅.探究我国高校外语教师互动发展的新模式[J].现代外语,2011(1).‖Wen,Q.-F.,Ren,Q.-M.A New Interactive Model for Tertiary EFL Tea-cher Education in China[J].Modern Foreign Languages,2011(1).
吴明隆.问卷统计与务实[M].重庆:重庆大学出版社,2010.‖Wu,M.-L.Questionnaire Design and Practice[M].Chongqing:Chongqing University Press,2010.
张文彤.SPSS统计分析基础教程[M].北京:高等教育出版社,2004.‖Zhang,W.-T.A SPSS Statistical Analysis Foundation Course[M].Beijing:Higher Education Press,2004.
周燕.中国高校英语教师发展模式研究[J].外语教学理论与实践,2008(3).‖Zhou,Y.A Study on Mo-dels of Professional Development for University Teachers of English in China[J].Foreign Language Learning Theory and Practice,2008(3).
Day,C.,Harris,A.Teacher Leadership,Reflective Practice and School Improvement[A].In:Leithwood,K.A.,Hallinger,P.(Eds.),Second International Handbook of Educational Leadership and Administration[C].Dordrecht:Springer,2002.
Dufour,R.What Is a “Professional Learning Community”?[J].Educational Leadership,2004(8).
Hord,S.M.Professional Learning Communities:What Are They and Why Are They Important?[J].Issues about Change,1997(1).
Hoy,W.K.,Tarter,C.J.,Hoy,A.W.Academic Optimism of Schools:A Force for Student Achievement[J].Ame-rican Educational Research Journal,2006(3).
Huffman,J.B.,Hipp,K.K.Professional Learning Community Organizer[A].In:Huffman,J.B.,Hipp,K.K.(Eds.) Professional Learning Communities:Initiation to Implementation[C].Lanham:The Scarecrow Press,2003.
Kwakman,K.Factors Affecting Teachers' Participation in Professional Learning Activities[J].Teaching and Teacher Education,2003(2).
Louis,K.S.,Marks,H.M.,Kruse,S.Teachers' Professio-nal Community in Restructuring Schools[J].American Educational Research Journal,1996(4).
Mansvelder-Longayroux,D.,Beijaard,D.,Verloop,N.The Portfolio as a Tool for Stimulating Reflection by Student Teachers[J].Teaching and Teacher Education,2007(1).
Neve,D.D.,Devos,G.How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?[J].Teachers and Teaching Theory and Practice,2017(3).
Olivier,D.F.,Hipp,K.K.,Huffman,J.B.Professional Learning Community Assessment[A].In:Huffman,J.B.,Hipp,K.K.(Eds.),Reculturing Schools as Professional Learning Communities[C].Lanham:The Scarecrow Press,2003.
Olson,M.,Craig,C.Opportunities and Challenges in the Development of Teachers' Knowledge:The Development of Narrative Authority Through Knowledge Communities[J].Teaching and Teacher Education,2001(6).
Owen,S.Teacher Professional Learning Communities:Going Beyond Contrived Collegiality Toward Challenging Debate and Collegial Learning and Professional Growth[J].Australian Journal of Adult Learning,2014(2).
Sargent,T.C.,Hannum,S.E.Doing More with Less Tea-cher Professional Learning Communities in Resource-constrained Primary Schools in Rural China[J].Journal of Teacher Education,2009(3).
Tajfel,H.Social Psychology of Intergroup Relations[J].Annual Review of Psychology,1982(33).
Thomas,G.In the Company of Colleagues:An Interim Report of the Development of a Community of Teacher Learners[J].Teaching and Teacher Education,1998(1).
Tseng,F.C.The Way We Share and Learn:An Exploratory Study of the Self-regulatory Mechanisms in the Professional Online Learning Community[J].Computers in Human Behavior,2010(5).
Tsui,A.Complexities of Identity Formation:A Narrative Inquiry of an EFL Teacher[J].TESOL Quarterly,2007(4).
Vescio,V.,Ross,D.,Adams,A.A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning[J].Teaching and Teacher Education,2008(1).
Wahlstrom,K.L.,Louis,K.S.How Teachers Experience Principal Leadership:The Roles of Professional Community,Trust,Efficacy and Shared Responsibility[J].Educational Administration Quarterly,2008(4).
Webb,R.,Vulliamy,G.,Sarja,A.,H?m?l?inen,S.,Poikonen,P.Professional Learning Communities and Teacher Well-being?:A Comparative Analysis of Primary Schools in England and Finland[J].Oxford Review of Education,2009(3).
Wells,C.A Conceptual Design for Understanding Professio-nal Learning Community Implementation[J].Catalyst for Change,2008(2).
Wells,C.,Feun,L.Implementation of Learning Community Principles:A Study of Six High Schools[J].Nassp Bulletin,2007(2).
Wenger,E.Learning for a Small Planet:A Research Agenda[OL].http://learninghistories.net/documents/learning for a small planet.pdf,2004.
Wenger,E.Communities of Practice and Social Learning Systems:The Career of a Concept[A].In:Blackmore,C.(Ed.).Social Learning Systems and Communities of Practice[C].London:Springer,2010.