一位國小教師自我效能轉變的歷程—學習共同體中心學校之個案研究

本研究旨在探討參與學習共同體教師專業學習社群對國小教師自我效能的影響，以作為教育當局日後規劃教師在職進修的參考。本研究待答問題有二：（1）學習共同體影響本研究個案教師自我效能轉變的歷程為何？（2）學習共同體促成一位國小教師自我效能轉變的原因為何？本研究透過研究個案教師自我效能轉變的歷程，以了解學習共同體教師專業學習社群對教師信念及行為的影響層面及程度。研究結果如下：一、參與學習共同體影響教師對於教育認知歷程，進而提升教師自我效能感。二、學習共同體教師專業社群影響教師與學生、家長及學校老師、行政人員的關係，有助於提升教師自我效能的穩定性。三、本研究建議以學習共同體帶領教學活動，從而改變教師自我效能的認知歷程。

關鍵字

教師自我效能；學習共同體；教師專業學習社群

並列摘要

This dissertation aims to discuss the impact of the professional learning community in the learning community on the teaching efficacy as a reference for the educational authority to project- in-service teacher education in the future. There are two questions to be answered in this dissertation: (1) What is the process of the learning community's impact on teaching efficacy in the case of this dissertation? (2) What is the reason for the learning community to contribute to the transformation of teaching efficacy on the case? This dissertation examines the level and aspect of the impact of the learning community's professional learning community on beliefs and behaviors of teachers by studying the case of her transformation of teaching efficacy. The results are as follows: 1. Participating in the learning community affects the teacher's cognitive process of education, and thus enhances teaching efficacy. 2. The learning community of professional learning community affects teachers and students, parents and school teachers, administrators relationships help to improve the stability of teaching efficacy. 3.3. This dissertation suggests to apply the learning community to lead teaching activities, thus changing the cognitive process of teaching efficacy.