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在Head Start建立专业学习社区:一个混合方法研究从教师的角度看它需要什么

Jocelyn Dixon¹, Jessica Resor², Lanie Holmes²

¹Department of Agricultural and Human Science, NC State University, NC State Extension.

International journal of early years education

|November 28, 2025

概括

专业学习社区 (PLC) 为幼儿教育工作者提供积极的协作发展. 然而,内容知识差距等障碍阻碍了它们在Head Start计划中的有效性.

科学领域:

幼儿教育儿童早期教育
教师专业发展教师专业发展
教育心理学教育心理学

背景情况:

专业学习社区 (PLC) 是K-12教育中广泛使用的协作专业发展模型.
它们在幼儿教育环境中的感知和应用,特别是Head Start的理解较少.
这项研究解决了关于PLC在Head Start环境中的知识差距.

研究的目的:

探索北卡罗来纳州Head Start学前教育教师对专业学习社区 (PLC) 的看法和经验.
确定与幼儿教育中PLC实施相关的关键主题和潜在障碍.
为未来的研究和实践提供有关Head Start教师有效的PLC模型的信息.

主要方法:

与此同时,还对168名Head Start幼儿园教师进行了一项混合方法研究.
通过调查收集了定量数据.
通过使用现象学方法分析的11次电话采访收集了定性数据.

主要成果:

教师通常对PLC有积极的看法,强调相互支持,信任,尊重和组织结构.
关键主题包括监督员的参与和学习科学和营养内容的愿望.
确定的障碍包括在所需的PLC领域缺乏内容知识.

结论:

头部开始教师认为PLC有利,但遇到障碍,充分参与和有效性.
解决内容知识缺陷,特别是在科学和营养方面,对于成功的PLC至关重要.
进一步的研究应侧重于促进者,以克服障碍并提高PLC在Head Start设置中的可行性.

关键词:

幼儿教育儿童早期教育头部开始开始幼儿园学前教育幼儿园学前教育专业发展专业发展专业学习社区专业学习社区

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