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This research is an Elementary School Homeroom teacher as an action-researcher, composed of three parts - life experience, on-site teaching practice, and school structure; conducted over an eight-and-a-half-year search for “Learning Community”, a three-part Action Research process. The practitioner started from the “superficial” learning community, and through continuous cycles of deconstructing, reconstructing, deconstructing, and constructing… this cyclical process, achieved a “redesigned framework”; by constantly “changing the perspective”, the practitioner step-by-step investigated deeply the “core properties” of learning community. Manabu Sato emphasizes, “learning community” is not a technique, there is no SOP; rather it is a vision, a philosophy. Examining this research reveals learning community’s failures and way to succeed, as well as the core properties of learning community – equality, democracy, attentive listening, dialogue, commonality, and the pursuit of excellence. According to the action researcher, this research’s value is in liberating oneself, deepening understanding learning community, and investigating “how to become a real teacher”; The research findings about learning community, prove Manabu Sato’s point, “learning community” is a vision and a philosophy; as for Educational Action Research, it proves that true action research is a method of empowering practitioners, as well as a research method with great strength.
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