從教師專業學習社群到行動網絡學習社群：性別融入醫學教育的另類途徑

From Teachers' Professional Learning Communities to Mobile Networked Learning Communities: An Additional Path to the Integration of Gender Education into Medical Education

楊幸真(Hsing-Chen Yang) ； 符雅筑(Ya-Chu Fu)

《教育實踐與研究》 34卷3期 (2021/12) Pp. 165-204

摘要

本文探討在醫學大學發展性別融入醫學教育教師專業學習社群，將所經歷的挫敗與COVID-19疫情帶來的影響，視作轉機，反思、修改社群的發展與行動實踐。本文敘寫從教師專業學習社群轉變至行動網絡學習社群的實踐歷程，包括：（1）建構網路平臺作為社群互動與行動學習的結點，回應社群成員的多元學習目標及差異需求；（2）涵納學生為社群參與者：重新詮釋學習者中心的社群與教育學想像，形構新的網絡關係，回應促進學生學習的社群精神；（3）提出新的社群參與及互動方式：結合社交網路工具與行動學習功能的建置，加入開放創作和線上即時互動，擴展社群參與方式，串連共享資源。本文提出大學教師社群「共融學習」的概念，以「共融」取代「共同」，涵納不同成員對實踐專業學習的異同目標與承諾。本文亦提出，兼容網路平臺與實體課程的結點與連結，除能貼合社群成員的教學日常與專業學習外，亦有助於社群成員情感連結，為教師社群提供另一種可行進路。本文敘寫大學教師專業學習社群的實際運作、網路平臺作為串接社群學習媒介、師生共為社群參與者與多元工具的使用，可提供後進者參照，厚實大學教師專業學習社群的實踐與研究。

關鍵字

行動研究 ； 性別教育 ； 專業學習社群 ； 網絡學習社群 ； 醫學教育

並列摘要

This article discussed the challenges in the establishment of teachers' professional learning communities aimed at integrating gender into medical education, including taking actions in response to the COVID-19 pandemic, and to identify opportunities in the challenging time. This article described the process a teacher learning community transformed into a mobile networked learning community. The process, divided into three distinctive acquisitions, are as follows: 1) Establish online platforms as knots for community interaction and mobile learning to address the diverse learning goals and individual learning needs of community members. 2) Include students as community participants to reinterpret learner-centered communities and pedagogical imaginary, establish new network relationships, and respond to community spirit in relation to learning. 3) Promote a new method for community participation, combine social network tools with mobile learning functions, and incorporate real-time online interaction. This article proposed the idea of inclusive learning in the university teachers' professional learning community, promoting ＂inclusiveness＂ instead of ＂homogeneousness＂ in the community to cover the goals and commitments of different members in terms of the practice of integrating gender into medical education and healthcare. This article also revealed the knots and connections between online platforms and offline in-person classes; these knots and connections conformed to the day-to-day teaching and learning of community members and provided an additional path to integrate gender into medical education and develop learning communities.

並列關鍵字

action research ； gender education ； medical education ； networked learning communities ； professional learning community

參考文獻

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