泰緬邊境美索區移工學校建置教學資源中心協助教師專業發展之研究

泰緬邊境美索區的移工學校是泰國境內特殊的教育樣貌，雖身處泰境，學校師生皆是緬甸人，使用緬文、緬甸課綱教學，移工社群常受大環境左右而時常遷徙、流動，學校教師大多未受過師培訓練、教育程度也不高。台灣非政府組織Glocal Action與當地夥伴共同建置教學資源中心，以投資、培育當地教師發展專業。本研究是以第一線的國際教育發展工作進行的個案研究，詳實記錄當地的教師專業發展樣貌，以及如何透過教學資源中心建置，提供資源和培訓以協助教師專業發展，期能提供未來泰緬邊境教育研究，或國際教育發展研究參考。研究發現學科知能較不受到當地教師的重視，但在多元族群組成的移工學校，跨文化的理解及語言能力相當重要。教學資源中心以提供教師通用知能和教育專業知能為主，舉辦的培訓帶來教學和課程的改變，也透過推廣閱讀等個人學習活動，擴充教師的教學內容和一般性知識。教學資源中心作為回應當地教師專業發展的一種方式，提供了三個教師專業發展的策略：以教學資源中心為據點，連結資源進行跨校教專活動，以累積各校社會資本，有效利用資源；其次在培訓過程中，發展合適移工學校的培訓課程，並提供平台讓當地教師發揮專業，引導未來教專的推動；最後是提供個人學習活動的資源，讓當地教師可以提升自主學習動能。研究者發現目前TRC運作上的困難有管理、目標、資源和外部因素四個層面，針對目前中心的運作，研究者提出三個建議：長期經營、拔擢人才；穩定陪伴、平行對話；積極宣導、建立網絡，讓中心的管理經營者及使用社群承擔責任，結合自己的實務經驗與理解當地需求，來發展適合當地的教師培訓和資源支持，以達成長期的改變。本研究主要的資料蒐集時間，離中心正式開放還不到半年，未來可在更長的時間之後，持續追蹤TRC運作的成效，除了協助教師專業發展，未來中心若對社區居民或失學青年、孩童開放，是否帶來整體社區的發展和改變？同樣的計畫是否合用於其他的移工學校或國際教育發展地區，也是值得進一步探究的議題。

關鍵字

教師專業發展；教學資源中心；泰緬邊境教育

並列摘要

Migrant learning centers in Maesot area on the Thai-Myanmar border are unique education institutions in Thailand. Although they are located inside Thailand, the teachers and students of the school are all from Myanmar. They teach in Burmese and use the Burmese curriculum. The migrant community move frequently due to the change of political situation and labor market. Most of the school teachers didn’t receive enough training and often have low level of education. Glocal Action, a NGO from Taiwan, has established a teaching resource center with local partners to improve teacher professional development. This study is a case study developed from the practice of field work. It provides a detailed record of the local teacher professional development and how to improve it through the establishment of ‘”Teaching Resource Center”. TRC provides training and resources that help to improve teachers' general knowledge and educational expertise. The training brings changes in teaching methods and school curriculum. Resources provided by TRC promote personal learning activities which expand the subject knowledge and general knowledge of teachers. Another advantage beyond measure is the social capital of the migrant learning center community. It forms the teacher professional development concepts in the point of view of local teachers, which accumulate the capacity of teacher professional development in migrant community. As a way to respond to the professional development of local teachers, TRC provides three strategies for teacher professional development. By connecting resources to conduct cross-school teacher professional develop activities, accumulate social capital of each school and make effective use of resources. Secondly, develop training lessons suitable for migrant schools and provide a platform for local teachers to play an important role to guide the develop of teacher profession. Finally, provide resources for individual learning activities so that local teachers can motivate their independent learning abilities. The researcher found that the difficulties in the operation of TRC are management, goals, resources and external factors. In response to these difficulties, the researcher proposes to promote the right people and keep long-term management, accompany stably and communicate equally with local teachers, promote TRC actively and establish more network. Empower TRC managers and the community to take responsibility, combine with their practical experience and the understanding of local needs to achieve the goal is also important. Also TRC is expected to open to community members or out-of-school youth and children in the future. In this case, the effectiveness of TRC can be continuously tracked. In addition to assisting teachers in professional development, will TRC lead to the development of the overall migrant community? Is the same project suitable for other migrant areas or vulnerable areas? These are all worth to conduct in future research.