Suarez, Maria Elena

Abstract: This self-study research uses narrative inquiry (Connelly &Clandinin, 1990) to explore teacher knowledge in teacher professional development activities in the midst of school reform. The four theoretical pillars on which this investigation relies are Dewey's (1938) theory of experience, Connelly and Clandinin's (1988) concepts of personal practical knowledge and teacher as curriculum maker, Olson and Craig's (2001) conceptualizations of knowledge communities and narrative authority, and Crites's (1971, 1979) ideas about cover stories. The questions guiding this dissertation study included: What might be learned from other teachers in teacher professional development in the midst of school reform? How may these findings inform school administrators in their efforts to devise professional development plans for their teachers? What are some of the characteristics that differentiate a business-based professional development plan from a more collaborative-based plan? This inquirer, keeping in mind the self-study characteristics set forth by LaBoskey (2004), takes various field texts gathered from personally and publicly informed sources and converts them into research texts using, among other interpretative strategies, Connelly and Clandinin's (1990) analytic tools of broadening, burrowing, and restorying. The researcher reflects on her professional development experiences and on those of others' which she collected over a two-year period and concludes that school systems as organizations fail to sustain teachers in their own learning due to "espoused theories of action" concealing "theories-in-use" (Argyris &Schön, 1978) and the lack of "double-loop learning" (Argyris, 1976). These findings provide support as to why teachers are hesitant to express their narrative authority on school campuses and why they are forced to live cover stories. Lessons learned on the shaming of teachers and the types of silence people may exhibit are shared along with those lessons dealing with rigor and choice. In addition, the researcher offers characteristics of professional development plans that embrace, among other things, voluntary participation, continuous learning, and a personal focus, and she discusses the implications of this study in regard to fostering the creation and maintenance of "contexts of productive learning" (Sarason, 2004), for both teachers and students in rigid and traditional milieus as are often found in school systems.

Key words: Education, Professional development, Teacher professional development, Teacher knowledge, School reform, Knowledge communities, Self-study, Narrative inquiry

总 结：

1、这个自学研究使用叙事调查(康纳利&Clandinin,1990),探索学校改革中教师知识对教师专业发展的影响。

2、这次调查的四个理论支柱是杜威(1938)的理论经验, Connelly和Clandinin(1988)个人实践知识和教师作为课程制定者的概念,Olson和Craig (2001)知识社区和叙事权威的概念化,和Crites (1971、1979)对采访的想法。

3、指导本论文研究的问题包括: 在学校改革中，可能从其他老师那学习爱的到教师专业发展的内容吗?这些发现能建议学校管理者设计出教师专业发展计划吗?有什么特征区分基于合作的职业发展计划吗?

4、研究人员提供职业发展计划,接受的特点,自愿参与,持续学习和个人的关注,培养的创建和维护“富有成效的学习环境”(Sarason,2004),对教师和学生来说，经常在严谨传统的学校系统被发现。

来源：University of Houston. Jun 2009, ISSN: 9780549954149. 155p.