Title:
POLICY, THEORY AND PRACTICES FOR TEACHERS’ DEVELOPMENT- THE PROFESSIONAL LEARNING COMMUNITY FOR TEACHERS IN TAIWAN AS A PRACTICAL EXAMPLE

Authors:
LIN, SZU-CHI

Abstract:
This research predicts the analysis of teacher professional development policies, theories and classroom practice, and takes the practice of the teacher professional learning community in Taiwan as an example to examine how the concepts of teacher professional development policies change teacher professional development and classroom practice. The results found that the difficulties for teachers’ professional development policies and theories to enter the on-site classroom practice are as follows: first, curriculum conversion is difficult to produce cross-domain migration; second, crossschool and cross-domain teacher learning communities are difficult to survive; third, water-point learning, Theoretical aspect: The professional development of teachers must strengthen the collaboration between universities and school partners. 3. Practical aspect: The professional development of teachers must show that teachers are learners.

Keywords:
teacher professional development, professional learning community, teacher professional development policy

DOI:
http://dx.doi.org/10.37500/IJESSR.2021.4315