教師專業學習社群協助國小教師增進十二年國民基本教育教學知能之研究

The Study on How Professional Learning Community in Primary Schools Connect Teachers with 12-Year Compulsory Education from

馮莉雅(Li-Yia Feng) ； 林惠儀(Hui-I Lin) ； 張翠倫(Chuei-Lun Chang)

《國民教育學報》 9期 (2012/12) Pp. 175-197

https://doi.org/10.6390/JREE.201212.0175

摘要

教師專業學習社群的運作是十二年國民基本教育推動的重要途徑，本研究以問卷調查和訪談法，分析社群計畫結合十二年國民基本教育教學知能議題的情形，及社群類型、學校教師專業發展評鑑計畫對社群活動的影響。本研究有三個結論：（1）國小教師專業學習社群能與十二年國民基本教育主題加以結合，社群規劃是依據需求，而非政策或行政引導，但評量與補救教學是較少結合的議題。（2）缺少引導培訓之課程，社群未能系統性結合三種教學知能；但行政人員的評鑑知能或十二年國民基本教育知能，會影響社群活動。（3）教師專業發展評鑑計畫未能協助社群連結十二年國民基本教育教學知能，但社群運用評鑑知能之多寡是影響因素。

關鍵字

課程改革 ； 教師專業學習社群

並列摘要

Professional learning community is one of the important approaches to promote 12-year compulsory education. The study used questionnaires and interviews to analyze learning community programs about teachers' pedagogical content knowledge on 12-year compulsory education and the influences of teacher evaluation for professional development and the types of learning community.There are three findings.1. The topics of 12-year compulsory education can be combined in primary school teacher learning communities. The communities are planned according to teachers' needs. They are not led by policies or the administration. However, the topics of assessment and complementary instruction are found rarely in the communities.2. There's a lack of leading and training programs. Learning communities cannot combine or integrate three kinds of pedagogical content knowledge systematically. The content knowledge about evaluation or the 12-year compulsory education of the administrators influences the activities of learning communities.3. Teacher evaluation for professional evaluation cannot assist learning communities to connect pedagogical content knowledge on 12-year compulsory education. The usage of content knowledge of evaluation in the communities is one of the factors for the influence.

並列關鍵字

curriculum reform ； professional learning community