自發、互動、共好：自主性教師專業學習社群之個案研究

本研究旨在探究一個自主性教師專業學習社群（professional learning community, PLC）的發展歷程。本研究採取個案研究取徑中的單一個案嵌入設計，以中部某縣立高中的「分組合作跨校社群」為研究個案，採用參與觀察、訪談及文件分析等方法蒐集資料。研究工具包括研究者本身、訪談綱要、照相、錄音錄影設備、觀察筆記、訪談筆記，以及觀課記錄表等，資料蒐集與分析交互進行，資料分析包含文字化、概念化及命題化三個步驟。本研究結論包括：自主性PLC的發展經歷初始、趨於成熟及成熟穩定三個時期。自主性PLC成員的參與動機來自專業發展需求及召集人的邀請，強化理論與實務連結、交流和凝聚共識是自主性PLC運作的重點。影響自主性PLC運作的因素包括召集人、成員及資源等因素；自主性PLC需因應的挑戰有理論與實際的落差、成員人數不足及跨校成員的融合等；自主性PLC促成成員教師反思及改變教學實務；自主性PLC成員的改變影響了學生的學習。

關鍵字

分組合作學習；自主性教師專業學習社群；個案研究

並列摘要

The purpose of this study was to explore the development of an autonomous teacher professional learning community (PLC) through a case study approach. The study adopted the embedded single-case design, involving a Cross-School Professional Learning Community of Cooperative Learning at a high school in central Taiwan. The data were collected through observation, interviews, and document analysis. The instruments for data collection included the researchers' observation, interview protocols, audiovisual equipment, field notes, interview notes, and classroom observation forms. Data were analyzed using three steps: documentation, conceptualization, and propositionalization. The findings of the study revealed that the development of the teacher PLC has gone through the initial, semi-mature, and mature stages. The members' motivations for participation in the teacher PLC come from their needs for professional development and their convener's initiatives. The community focused on several tasks to achieve its mission, include strengthening the connections between theories and practices in education and increasing professional communication among teachers, reaching some consensus in the participants' concepts of education. The practices in this community are affected by factors, such as the convener's active involvement, participants' engagement, and resources available to this community. The community also encounters challenges, such as the gap between theories and practices in classrooms, an insufficient number of participants, and the inclusion of outside members. The study indicates that the community has functioned well to produce positive influences on its members' classroom teaching, which leads to the improvement of their students' learning.

並列關鍵字

cooperative learning ； autonomous teacher professional learning community ； case study

參考文獻

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