고경력 보육교사의 유아 놀이 지원 학습공동체 경험 탐색

To determine the presence and characteristics of learning communities (LCs) in undergraduate medical education. The authors updated an earlier Web-based survey to assess LCs in medical education. Using a cross-sectional study design, they sent the survey to an LC leader or dean at each Association of American Medical Colleges member medical school (n = 151) between October 2011 and March 2012. The first survey item asked respondents to indicate if their institution had LCs. Those with LCs were asked to provide details regarding the structure, governance, funding, space, curricular components, extracurricular activities, and areas addressed as part of the LCs. Those without LCs were asked only if they were considering developing them. The full survey instrument contained 35 items including yes/no, multiple-choice, and open-ended questions. The authors analyzed data using descriptive statistics and examined open-ended responses for recurrent themes. The response rate was 83.4% (126/151). Sixty-six schools (52.4%) had LCs. Of the 60 remaining schools without LCs, 29 (48.3%) indicated that they were considering creating them. Of the 52 schools that provided the year their LCs were established, 27 (51.9%) indicated they began in 2007 or later. LC characteristics varied widely. The number of medical schools with LCs is increasing rapidly. LCs provide an opportunity to transform medical education through longitudinal relationships and mentoring. Further study is needed to document outcomes and best practices for LCs in medical education.

Recently regional offices of education are continuously increasing support for teachers’ learning communities, which can lead to improving teaching capacity. Because existing domestic research has been carried out by observing teachers’ learning communities from outside the class, they have had limitation to show how to strengthen teaching capacity through a teacher learning community of class exploration. Therefore, this researcher participating in teachers’ learning community as one of community members, this study aims to reveal that teachers’ learning community about ‘English Books Reading’ in a high school located in Daejeon contributes to strengthen teachers’ teaching capacity. As a result of this study, mutual partnership between teachers through their community activities like book debates is built up based on horizontal relation, which leads to their effort for strengthening teaching capacity. In addition, teachers can naturally exchange feedback about teaching in teachers’ learning community. In particular, the study shows that the topic setting related to a school curriculum and feature and the role and position of teacher leaders are all essential to the community function.

The purpose of this study was to explore the role of a preschool director in developing a learning community among teachers. We assumed a qualitative perspective to describe the culture in a preschool and explore the means by which the director built a community of practical learning among novice teachers. This three-month study at a preschool included the observation of participants, interviews, videotaping, and a review of teacher journals. The data shows that the administrator was committed to a child-centered learning environment and therefore created conversation time using a variety of approaches to communication including formal communication (weekly meetings, book studies and teacher journals) and informal sharing (frequently random sharing) to foster a community of learning. This study made a number of important discoveries. First, wider social engagements provide greater opportunities to satisfy the learning needs of various teachers. Second, the director's non-threatening leadership enhanced the opportunities for professional discussion among teachers and the director over time. Third, a pattern of interaction demonstrated that the teachers were emerging as a community capable of solving practical problems. Fourth, teachers learn to adapt to the culture of the particular school in which they teach through interactions within a learning community. This study suggests that consistent communication among teachers and administrators is essential for maintaining school values, problem-solving and developing shared knowledge and practices.

Curriculum Management and Governance Structure ♦ The Curriculum Oversight Committee is the standing committee responsible for the overall curriculum. ♦ Four other curriculum committees (First Year, Second Year, Required Clerkship, Elective Clerkship), composed of course directors, clerkship directors, administrators, and students, provide year-specific discussion and advice on the curriculum (Figure 1).FIGURE 1:: Management of the Curriculum Office of Education ♦ The Curriculum Office within Academic Affairs has primary responsibility for overseeing and managing the curriculum. ♦ The Division of Medical Education and Evaluation within the Department of Medical Education and Biomedical Informatics (MEBI) supports the medical education program in a number of ways. MEBI was founded in 1967 as a division to help medical school faculty improve the teaching and learning process. The division achieved departmental status in 1989. ♦ The department's Division of Medical Education and Evaluation employs nine full-time faculty members and two part-time faculty; many clinician–educators have affiliate appointments in the department. MEBI faculty hold many leadership roles in the School of Medicine. These include representatives on every curriculum committee, Year 1 Curriculum Committee chair, School of Medicine Director of Evaluation, Teaching Scholars Program codirectors, OSCE program codirector, Medical Information for Decision Making course chair, and Institute for Simulation and Interprofessional Studies codirector. ♦ The department's mandate has broadened to provide instruction to faculty and students, conduct faculty development workshops, assist with and implement performance-based teaching and evaluation, and train medical education researchers and educators through the Teaching Scholars Program conduct research into teaching and learning in a variety of settings provide professional services for health sciences faculty, including course evaluation and test design and scoring develop innovations in biomedical and health informatics Financial Management of Educational Programs ♦ The diversity in the revenue base of the School of Medicine has helped the School respond to the current global financial crisis. ♦ The School's sources of revenue remain stable. However, the relative proportion of total revenue derived from each source is changing over time: Although state revenues and spending will continue to be constrained and the School of Medicine's state funds were cut in Fiscal Year 2010, the state revenue in support of a recent medical school class expansion will continue to be phased in until fully funded in 2013. The University and the School of Medicine completed a seven-year capital campaign in FY 2008. UW Medicine exceeded its capital campaign goal of $1 billion; the pledges of endowment and gifts supporting faculty, students, and programs will be realized over the next few years. The School is in a good position to continue to realize above-average growth in research programs that are integral to its educational programs. The hiring of faculty who are leaders in biomedical sciences and clinical practice and who are active in biomedical research is an important source of the School's success and high quality. The clinical programs recorded continued growth and positive financial performance in Fiscal Year 2009. Rapid systemwide process improvements to reduce costs, eliminate redundant services, and improve overall efficiency in conjunction with effective strategic planning increased key patient volumes and revenues. Revenues are transferred from the practice plans and hospitals to support the teaching, research, and patient care activities of the School of Medicine. ♦ Both the University and the School of Medicine provided bridge funding to support the academic programs. ♦ UW Medicine, the health system in which the School of Medicine is one of seven entities, is executing a comprehensive strategic plan to improve performance, implement new programs, consolidate programs to reduce costs and increase efficiency, and develop business plans around the larger strategic initiatives. The implementation of the strategic plan will achieve desired growth in the system and inform future decisions around resource allocation in the face of ongoing financial turmoil. Valuing Teaching ♦ The Colleges program, although technically not a teaching academy, has created an effective learning community of medical school teachers: Started in 2001, the Colleges' program consists of 37 faculty educators who function as a cohesive learning community, administrative unit, and cadre of teachers and mentors within the School of Medicine. The Colleges oversee a four-year integrated curriculum of clinical skills and professionalism; teach the Introduction of Clinical Medicine II course throughout the second year through weekly bedside teaching sessions with consistent, small student groups; and provide a consistent faculty mentor for all students throughout their medical school career. Faculty from diverse specialties are selected through a competitive process and devote a minimum of 0.25 FTE to the Colleges; selection criteria include clinical, teaching, and mentoring excellence. Faculty conduct and receive considerable faculty development in addition to direct involvement in curriculum development, teaching, and mentoring activities. ♦ The Teaching Scholars, a nine-month faculty development program, has developed a cadre of faculty educators who continue to work together on educational projects, workshops, and curriculum development after they have completed the formal program. To date, 168 faculty from more than 20 clinical specialties, including nursing, physician assistants, pharmacy, and dentistry, have participated in the program. Many have been promoted and/or gone on to leadership positions at UW and elsewhere. ♦ The UW Medicine Faculty Appointments and Promotions Guide, which augments departmental criteria and the University Faculty Code, states that “to foster innovation and creativity, flexibility is encouraged in how contributions to scholarship, teaching, and service are evaluated and weighted.” The guide describes the scholarship of teaching as an important type of scholarship; teaching contributions listed as scholarship include curriculum development, materials for in-house use, educational software or video, educational information on the Internet, and new methods to evaluate the success of educational programs and the progress of trainees. ♦ Virtually all promotion packets now include a teaching portfolio that documents and highlights the faculty member's educational contributions. ♦ Evaluation of the scholarship of teaching is elicited through solicited evaluations from outside reviews at the time of promotion, including users of the information (faculty, trainees, students, and so on) and/or publication in peer-reviewed journals and presentation at scientific meetings. Curriculum Renewal Process ♦ The UW School of Medicine launched a comprehensive review of the medical school curriculum in 1998. The review was completed in 2001 and implementation of the resulting plan began in 2001-02. ♦ The guiding principles of the charge by the Dean specified that the review should include a balanced, thorough examination of course content examine teaching methods employed, emphasizing the introduction and use of contemporary information technology assure continuity and internal integrity within the curriculum, with strong themes introduced in first year and followed throughout the four years develop clear lines of responsibility and authority for the administration and management of the curriculum and its component parts develop a new approach to teach core clinical skills and professionalism ♦ The curriculum review process was organized into three phases: Phase I assessed the current curriculum, identifying strengths, weaknesses, and opportunities for enhancement; Phase II developed recommended changes to address areas of concern in Phase I; and Phase III developed specific implementation plans for the recommendations. Changes to the first and second years as a result of the curriculum review included addition of an evidence-based medicine and critical thinking first-year course that has evolved into Medical Information for Decision Making greater emphasis on small-group versus lecture-based teaching addition of the Colleges program, in which a cohort of dedicated clinical faculty teach bedside clinical skills to small groups of assigned students throughout the second year and continue to mentor those students throughout their medical school education Major additions to the third and fourth clinical years included: a required 4-week Neurology Clerkship, a required four-week surgical selective, and expansion of the Chronic Care/Rehabilitation Medicine Clerkship from two to four weeks, with focus on chronic care, rehabilitation medicine, geriatrics, pain management, and palliative care. The medical student research requirement was restructured into an Independent Investigative Inquiry, with expanded options for completing the requirement, including data gathering/hypothesis-driven inquiry; critical review of literature; experience-driven inquiry; and a special simulation-based experience. The curriculum management system was restructured to implement year-specific curriculum committees and a curriculum oversight committee. Learning Outcomes/Competencies ♦ The University of Washington School of Medicine learning objectives are available at: http://uwmedicine.washington.edu/Education/MD-Program/Current-Students/Curriculum/Pages/default.aspx. New Topics in the Curriculum Since 2000 ♦ Patient safety is included in the following courses: Medical Information for Decision-Making (first year), Capstone I-Transition to Clerkships (second year), Medicine Health and Society (second year), courses in the Institute for Simulation and Interprofessional Studies (ISIS) (courses available in all years) ♦ Quality improvement is included in the following courses: Medical Information for Decision Making (first year), Medicine, Health and Society (second year), Introduction to Clinical Medicine II (second year), ISIS (all years) ♦ Team-based learning is included in the following courses: Capstone I-Transition to Clerkships (second year), Problem-based Learning (second year), Chronic Care Clerkship (fourth year), Emergency Medicine Clerkship (fourth year), ISIS (all years) ♦ Simulations/training in new surgical techniques are included in the following: Capstone I-Transition to Clerkships (second year), Capstone II-Transition to Residency (fourth year). Started in 2005, ISIS was founded to improve the cost, patient safety, and quality of medicine by improving the education system for health professionals. ISIS trains students, residents, and fellows in psychomotor skills, interprofessional and communication, crisis management, and team building. Currently, ISIS is one of the few simulation centers nationally with a focus on collaborative research and is the nation's only simulation center that has begun to quantify utilization. Future plans focus on integrating education and research to deliver patient safety and quality outcomes and further integrating simulation into education. ISIS currently has 16 courses in which medical students can participate, including basics of airway management, emergency medicine procedures and resuscitation, thoracentesis, suturing and wound management for medical students, fundamentals of laparoscopic surgery, and others. Areas of Increased Emphasis Since 2002 ♦ Cultural competency (incorporated into many courses and programs, including Introduction to Clinical Medicine I and II, Healthcare for the Underserved, and through longitudinal pathway programs that students may undertake: Hispanic Health Pathway, Indian Health Pathway, Global Health Pathway, and Underserved Pathway). ♦ Evidence-based medicine (including the required first-year course Medical Information for Decision-Making). ♦ Bedside clinical-skills teaching, especially through the Colleges program in Introduction to Clinical Medicine II. ♦ Professionalism and ethics (incorporated into multiple courses, including Introduction to Clinical Medicine I and II; Cases in Clinical Ethics; and others). ♦ Medical humanities (incorporated into a number of courses, including Mind, Body and Pen: Writing and the Art of Becoming a Physician; Thinking Visually: How to Observe in Depth). ♦ Global health (incorporated into courses offered through the Department of Global Health, including Introduction to Global Health, Multidisciplinary Perspectives in Global Health, Global Health Challenges, and others). ♦ Successful transitions between training stages (incorporated into Capstone I-Transition to Clerkships and Capstone II-Transition to Residency). ♦ Chronic care, including increased attention to end-of-life care (incorporated into the expanded Chronic Care Clerkship that offers rehabilitation medicine, palliative care, pain management, and geriatrics core options; Respectful Death: Exploring Interdisciplinary End-of-Life Care; and other courses). Changes in Pedagogy ♦ Increased emphasis on small-group learning; success is measured through student course evaluations and faculty course evaluations. ♦ New emphasis on alternative learning technologies—Podcasts, Mediasite, common learning resources across regional sites; success is measured through student and faculty course evaluations. ♦ Increased emphasis on bedside teaching of basic skills; success is measured through annual surveys, exit interviews, student performance, attitude surveys, and other methods. ♦ Provision of transitional instruction between classroom and clerkships and medical school and residency; success is measured by surveys at the completion of transition experiences/courses. ♦ Increased emphasis on vertical integration of medical skills; success is measured by regular discussions between College Faculty with clerkship directors. ♦ Increased emphasis on professionalism; success is measured by end-of-year student surveys, student course evaluations, and exit interviews. ♦ Increased emphasis on mentoring and incorporating mentoring into the educational process through the Colleges; success is measured by student surveys and exit interviews. ♦ Increased emphasis on student and faculty learning communities through the Colleges program; success is measured by student surveys, exit interviews, and faculty surveys. ♦ Increased focus on interprofessional collaboration and teamwork; success is measured through multiple ISIS evaluation mechanisms. Changes in Assessment ♦ Clarification of and emphasis on evaluation of professionalism/professional behavior in education and practice. ♦ Limited utilization of web-based testing in basic science and clinical courses. ♦ Use of NBME subject examinations in clerkships. ♦ Increased centralization and standardization of student evaluation of courses and clerkships across all teaching sites. Clinical Experiences ♦ As the regional allopathic medical school for more than one quarter of the land mass of the United States, the UW School of Medicine relies on approximately 200 clinical training sites throughout the five-state WWAMI region (Washington, Wyoming, Alaska, Montana, and Idaho) for ensuring that the students have exposure to an appropriate mix of clinical teaching settings. ♦ The main teaching hospitals and clinics in Seattle are the University of Washington Medical Center, Harborview Medical Center, UW Physicians Neighborhood Clinics, Seattle Children's Hospital, and the VA Puget Sound Health Care System; Northwest Hospital and Regional Medical Center joined UW Medicine in 2010. ♦ These sites are supplemented in the WWAMI region with major, well-established hospital teaching sites in Boise, Idaho, Anchorage, Alaska, Billings and Missoula, Montana, and Spokane, Washington, and smaller hospitals and clinics in towns and cities across the WWAMI region. ♦ The clinical instruction is rated very highly by medical students and is regarded as the greatest strength of the curriculum; the individual clerkships receive exceptional overall ratings, in particular for teaching and patient care interactions. ♦ Because students complete their clerkships across five states with multiple clinical instructors, collecting and providing grades and feedback on clinical performance can take long periods of time; new electronic resources are strongly mitigating this time lag. ♦ The logistics of travel to and housing and services at clinical sites throughout the five-state region can be challenging, especially for students with families; the school and individual clerkships attempt to reduce this challenge as much as possible by providing housing at distant sites. ♦ Residents do not teach students in all regional clinical sites; this introduces both challenges and opportunities. Residents are a good source of constant teaching for students and introduce different levels and types of instruction; where residents are not available for teaching, students have a unique opportunity to work directly and closely with attending physicians, particularly in small rural sites. Regional Campuses ♦ The University of Washington School of Medicine's WWAMI (Washington, Wyoming, Alaska, Montana, Idaho) program utilizes six regional campuses, in addition to the main campus in Seattle, for the first year of medical school: Montana State University—Bozeman, Montana University of Alaska at Anchorage—Anchorage, Alaska University of Idaho—Moscow, Idaho University of Wyoming—Laramie, Wyoming Washington State University—Pullman, Washington Washington State University Riverpoint Campus—Spokane, Washington (started in 2008, adding 20 medical students per class to the School of Medicine) Highlights of the Program/School The Colleges program provides students with a combination of strong, standardized bedside clinical-skills training in the second year in small-group settings, sustained mentoring from a College faculty member throughout students' education, and community and connectedness in the context of a large medical school. As the medical school for the five WWAMI states, the UW School of Medicine's regional program is truly unique; the strong partnership that has developed among universities across these states, including legislatures, academic and community physicians, and health care professionals, is a model of collaboration, resource sharing, and cost efficiency. The School of Medicine focuses on and has relative success in addressing the need for primary care and health care for underserved regions while maintaining a strong research program. In its efforts to increase and enhance primary care and health care for the underserved, the School has developed unique programs, such as the Targeted Rural Underserved Track (TRUST), the WWAMI Rural Integrated Training Experience (WRITE), and the Rural/Underserved Opportunities Program (R/UOP) programs, in which students spend from weeks and months to entire years in rural and underserved communities learning medicine. The Department of Global Health, founded in 2007 as a joint department within the schools of Medicine and Public Health, builds and expands on long-standing strengths in infectious diseases. Students have multiple options for courses and international experiences. Additional educational opportunities are provided through the Institute for Health Metrics and Evaluation, established in 2007. It is a research center that measures the world's pressing health issues and provides scientific evaluations of health system and program performance for guiding health policy and accelerating global health progress.

Centres for teaching and learning at postsecondary educational institutions in Canada seek to serve the professional development needs of faculty members throughout the college or university. Recognizing the limits of conventional frameworks for faculty development, such as one-time workshops, pedagogical conferences, and lunchtime discussion sessions, this interpretive inquiry explores learning communities as an additional framework for serving faculty development and cross-institutional professional development needs. The study asks: what does it mean for faculty, educational developers, support staff, and administrators to participate in a learning community at a college in Canada? Data collected through individual inquiry conversations (semi-structured interviews) and research memos were used to develop narrative descriptions representing the participants’ respective experiences of a learning community in a large, urban college context in Canada. These narrative descriptions offer portraits of the meaning that learning community members made of their own experience, revealing that the learning communities served not only as sites for professional development, but also formed microcultures within the institution, which, over time, influenced educational (academic) and organizational (administrative) change, both in policy and in practice.

Teachers' professional development is a lifelong learning process that should start with teaching practice, is best developed from experience and can be promoted by socio‐professional interactions. Thus, a learning community of teachers might be a valuable environment for continuing professional development. This paper reports research carried out with 46 prospective physical sciences teachers about to graduate from a Portuguese university. The study aims at investigating their willingness to engage in learning communities. The majority of the participants stated that they would like to engage in a learning community. Therefore, actions must be taken in order to foster learning communities, including newly formed teachers. Le développement professionnel des enseignants est un processus que doit débuter par un stage, d'avantage réalisable grâce à l'expérience acquise et qui peut être promu par les interactions sociales. Une communauté d'apprentissage peut être un milieu viable et concret afin de permettre le développement continu des enseignants. Cet article présente une recherche réalisée auprès de 46 futurs professeurs en Physique et Chimie, qui étaient sur le point d'achever leur programme de formation initial au sein d'une université Portugaise. L'objectif de cette recherche est d'étudier les intentions des futurs enseignants souhaitant ou non participer à des communautés d'apprentissage. Il en résulte que la majorité des participants a manifesté le souhait de se joindre à de tels groupes d'apprentissage. Par conséquent, il faudrait réunir les conditions nécessaires visant la création de communautés d'apprentissage qui incluraient les nouveaux enseignants. El desarrollo profesional de los profesores es un proceso que transcurre a lo largo de la vida, pero que, a pesar de ser iniciado en un contexto de practicum, este se ve favorecido por la práctica y facilitado por las interacciones socio‐profesionales. Así, una comunidad de profesores puede ser una ambiente favorable al desarrollo profesional continuo de los mismos. Este artículo presenta una investigación realizada con 46 futuros profesores de Física y Química del último curso de licenciatura en una universidad Portuguesa. El objetivo del estudio fue investigar el interés de esos futuros profesores en participar en comunidades de aprendizaje. La mayoría de los sujetos afirmó que le gustaría participar en estas comunidades de aprendizaje y también señalaron algunas características que esas comunidades deberían tener. En este contexto, parece importante crear condiciones que hagan posible el funcionamiento de estas comunidades que incluyan profesores recién formados. Die berufliche Entwicklung von Lehrern beginnt mit einen Praktikum und wird vervollständigt durch Erfahrung und soziale Wechselwirkung. Eine Lerngemeinschaft kann eine gute Umgebung sein für die berufliche Weiterentwicklung von Lehrern. Dieser Artikel präsentiert eine Forschung mit 46 zukünftigen Physik‐ und Chemielehrern, welche ein erstes Ausbildungsprogramm an einer portugiesischen Universität beendeten. Das Ziel dieser Forschung ist die Untersuchung des Interesses dieser zukünftigen Lehrer an der Teilnahme an Lerngemeinschaften. Die Mehrzahl der Teilnehmer auesserten den Wunsch solchen Lerngemeinschaften beizutreten. Folglich sollten die notwendigen Bedingungen für die Bildung von Lerngemeinschaften geschaffen werden, welche zukünftige Lehrer aufnehmen.

교사연구공동체가 갖는 교육적 실천성과 의미는 과거부터 중요시 되어 왔으나 COVID-19를 계기로 교육방식의 변화와 교사 전문성이 강조되어 교사연구공동체가 더욱 주목받고 있다. 최근에는 전국 단위의 학교 밖 교사연구공동체의 설립과 운영이 이루어지고 있으나, 해당 공동체가 어떠한 모순과 갈등을 바탕으로 변화하는지에 대한 연구는 미진하다. 이에 따라, 본 연구는 Engeström의 제3세대 문화역사적 활동이론(CHAT)을 바탕으로 전국단위 학교 밖 교사연구공동체의 활동체제에 나타나는 모순과 변화를 관찰하여 교사연구공동체의 확장학습과정을 분석하고자 하였다. 연구 대상으로는 2016년부터 현재까지 운영되고 있는 교사연구공동체 ‘나누리(가칭)’를 선정하였으며, 연구 결과는 다음과 같다. 첫째, 일반적으로 교사공동체에서 갈등과 모순은 부정적이거나 소거의 대상으로 여겨지나, 이는 활동과 변화의 동력으로 작용한다는 점에서 중요성을 지닌다. 둘째, 교사연구공동체의 구성원들이 주변적 참여 행태에서 중심적 역할로 발전하기 위해서는 활동 매개(도구, 공동체, 분업 등)의 적극적 활용이 요청된다. 셋째, 교사연구공동체의 성장은 일부 임원의 리더십에만 의존할 수 없고, 구성원들과의 동료성과 민주성의 발전과 비례한다. 이를 통해 보람, 정체성, 전문성이 동시에 신장할 때 공동체가 성장할 수 있다. 본 연구를 통해 교사연구공동체의 확장학습 과정은 물론, 교사연구공동체가 갖는 교육적 의의와 사회적 기여에 대해 확인할 수 있었다. 이후 다양한 교사연구공동체에 대한 후속연구를 통해 공동체 자체의 성장은 물론 활동이론의 발전이 기대된다.The teachers’ professional community has been regarded as playing a crucial role in terms of educational practice and meaningfulness. In a emerging environment under the COVID-19 outbreak, teachers’ professional community is drawing more attention for the growth of teacher expertise in pedagogical methods. Recently, nationwide teacher learning community are often being established, but research that focuses on contradictions and development in the community has been overlooked. This study attempted to analyze the process of the expansive learning in an elementary teachers’ learning community by looking at the contradictions and changes in the activity system of it based on Engeström’s third generation Cultural-Historical Activity Theory(CHAT). For this, the authors selected a teacher learning community for elementary science teaching, called Nanuri, that has been in active since 2016. It was found that, first, contradictions and conflicts played a crucial role as a driving force for changes in activity structure as opposed to the ordinary perception that contradiction is harmful. Second, active use of mediation (tools, rules, division of labor, etc.) is required for the teacher learning community to bring members from peripheral participation to playing a central role. Third, the growth of teachers’ community is related to advancement of collegiality and democratic ethos among members rather than depending on the leadership of a few leading group. The development of teachers’ communities goes together with that of professionalism, and meanings of works and identity. This study attempted to show the educational significance and social contribution of teachers’ activity as well as how the expansive learning has evolved. It is expected that the follow-up research on various teachers’ professional communities would advance the teachers’ professionalism as well as theoretical development of CHAT.

This article describes a collaboration between two faculty members, one from mathematics and the other from education, to strengthen the preparation of pre-service elementary school teachers for teaching mathematics. The model used is a learning community which combines a mathematics content course offered by the mathematics department, with a mathematics teaching methods course taught by the education department. This article details the design features of the learning community and its rationale and administrative implementation. Course materials and grading policy are discussed, as well as methods of assessment and interpretation of assessment. Of special note, this paper reports the benefits of the learning community as perceived by students and faculty.

Although there is a long tradition of play pedagogy in early childhood education, teachers have mostly taken a passive role in children's play. There are relatively few studies of the pedagogical roles adults take from inside of children's imaginary play. This paper seeks to fill this gap through presenting the findings of a study where the play pedagogy of five Australian childcare centres was analysed. Video observations of nine teachers interacting with children (3.3–5.5 years) during free play time (399 h of video observations) were analysed using the concept of subject positioning. It was found most teachers positioning themselves outside of children's play. A typology of play is presented which includes teacher proximity to children's play; teacher intent is in parallel with children's intent; teacher is following the children's play; teacher is engaged in sustained collective play; and teacher is inside the children's imaginary play.

Each school is part of the community and at the same time, a provider of education services. This makes school a Learning Community for both teachers and students. While in the case of students this is a mission accomplished, in that of teachers’ things seem to be a bit more difficult. The latter ones should see themselves as members of a Professional Learning Community (PLC), where each teacher should cooperate with the other to achieve common goals, engage in common research activities for the progress of their school, take part in evaluating school results and propose plans to improve them etc. This research aimed to identify teachers’ perception of the role of school as a Professional Learning Community, to identify how school boards support and encourage this idea through participative management and to identify lines of joint research in which teachers are involved. The instrument used was a questionnaire having 30 close-ended items, administered to pre-university teachers from Bihor county, Romania. The implementation period was January to June 2016. The results show that there is collaboration between the same subject area teachers, who form committees to discuss, analyse and propose solutions. The research has also showed that more effort is required to improve collaboration between more experienced teachers and those who are at the beginning of their career, to improve collaboration between different subject area teachers by getting them to engage in joint projects, but above all, there is a need for a greater involvement of teachers, of school boards in managing schools so that participative management is achieved.

Objectives The purpose of this study was to investigate the mediating effect of teaching commitment and educational change acceptance attitude on the relationship between physical education teachers' experience of teacher learning community and teacher identity. Methods To achieve the purpose of this study, the research was divided into a preliminary survey and a main survey, and the reliability and validity were verified in the preliminary survey. In the main study, 312 questionnaires were used to verify the statistical significance of the mediating effect through structural equation modeling, bootstrapping, and phantom variable modeling, and the direct, indirect, and total effects of the factors were verified. Results The findings of this study are as follows. First, the relationship between teacher learning community experience and teaching commitment, educational change acceptance attitude, and teacher identity was found to be positive. Second, the relationship between teacher learning community experience and teacher identity was found to be moderated by teaching commitment and educational change acceptance attitude. Conclusions This study suggests that physical education teachers can find the meaning of their commitment to the profession through the experience of teacher learning community, and in the process, form an appropriate identity as a physical education teacher. It also suggests that they can find the direction of physical education through collective intelligence in the face of various educational changes and difficult problems. Therefore, operational measures and policy support are needed to activate the teacher learning community, and the consciousness of physical education teachers should be changed.

This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub‐themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support.

Indonesian elementary education continues to face persistent challenges in achieving high-quality learning outcomes, particularly amid the ongoing implementation of the Merdeka Curriculum. A critical issue lies in the limited empirical understanding of how teachers’ professional competence and participation in learning communities interact to influence teaching quality. This study aims to examine the effects of professional competence and learning communities on the quality of learning among public elementary school teachers in Ngaliyan District, Semarang City. Using a quantitative explanatory design, data were collected from 188 teachers through validated questionnaires that measured dimensions of professional competence, involvement in learning communities, and indicators of learning quality. Statistical analyses, including simple and multiple linear regression, revealed that both professional competence and learning communities have significant positive effects on learning quality. Learning communities showed a stronger individual contribution (R² = 0.616) compared to professional competence alone (R² = 0.291), and together they explained 65.9% of the variance in learning quality. These findings highlight the importance of not only enhancing individual teacher competencies but also fostering collaborative professional cultures in schools. The study suggests that educational policies and professional development programs should emphasize the establishment of effective learning communities alongside traditional competency-based training. This integrated approach is essential to support the successful implementation of curriculum reforms and improve educational outcomes in Indonesian elementary schools.

For over 2 decades, the Learning Community Program has impacted students at the Community College of Baltimore County (CCBC), with its emphasis on critical thinking, community, belonging, and student success. Faculty teaching this high-impact practice (HIP) not only implement an integrated curriculum in 2 paired courses representing different disciplines, but also strive to build community among the students and teachers, setting up activities and an atmosphere so that students of diverse backgrounds can build relationships and understanding. At CCBC, we typically have general education learning communities for first year students in the general college population, as well as ESOL learning communities that link ESOL classes with a general education requirement and allow preacademic ESOL students to earn credit. In 2019, our Learning Community Program reached new heights, as a Mellon Foundation Humanities for All grant paved the way for summer travel themed learning communities to Atlanta, Montgomery, Birmingham, and later New Orleans, as well as taking a deeper look at our own Baltimore during the pandemic. In these settings and with the support of their learning community faculty, students explored culturally relevant themes, formed a community bond as they journeyed together throughout the country, and gained both academic success and a life-changing experience.

Immersive virtual environments (IVEs) hold a lot of promise to support and enhance student online learning communities, due to their ability to deliver on several key web 2.0 trends: global synchronous interaction and collaboration, rich multi-sensory experience and expression, elaborate design capabilities, etc. Although these features afford educational experiences that other environments cannot, great care must be taken with regards to the design and development of learning communities. In this paper, we propose five strategies to help teachers to create and sustain a fruitful learning community in IVEs. These strategies are grounded in the following three resources: 1) research data; 2) a professional interview; 3) a review of empirical literature. We use these three diverse resources to provide a well-rounded view of educator and student perspectives and needs. Based on the findings, design and development applications are offered.