專業學習社群運用於師資培育自我評鑑之探究

The Implementation of Professional Learning Communities on the Self-Study of Teacher Education

林劭仁(Shaw-Ren Lin)

《中正教育研究》 5卷2期 (2006/11) Pp. 79-111

https://doi.org/10.6357/CCES.200611.0079

摘要

由於專業學習社群強調分享與支持性的領導、共同願景與價值、團隊學習與合作、行動與經驗導向，以及持續性的改進等理念，頗為符合師資培育自我評鑑重視組識內部自省力量的精神與原則。因此，本研究主要目的在分析專業學習社群運用於師資培育自我評鑑的可行性，探究師資培育自我評鑑實務推動上另一種思考及可行的架構。文中首先闡述提升師資培育自我評鑑效能的相關概念，再分析我國現行師資培育與自我評鑑之狀況，接著透過對專業學習社群概念的探討，提出專業學習社群在師資培育自我評鑑運用五大層面的觀點與建議，期待能對我國師資培育自我評鑑工作產生實質而創新的助益。

關鍵字

師資培育 ； 專業學習社群 ； 自我評鑑

並列摘要

The five dimensions of professional learning communities (PLCs) are: shared and supportive leadership; shared vision and values; collective inquiry and collaborative teams; action orientation and experimentation; and continuous improvement which match the principle and spirit of self-study of teacher education. Thus, the purpose of this study is to explore the framework of professional learning communities which implement on the self-study of teacher education and analyze the probability of it.
First of all, the effect of the self-study of teacher education is illustrated. We also analyzed the current conditions of self-study of teacher education in Taiwan. Finally, the research proposed many viewpoints about the implementation by means of discussing the conception of professional learning communities on the self-study of teacher education. The meanings of the study are not only to expand the knowledge of professional learning communities and self-study theories, but also to provide some concrete and creative benefits to the self-study system of teacher education in our country.

並列關鍵字

teacher education ； professional learning community ； self-study

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