學習共同體對教師專業成長影響之個案研究-以國小教師對話為例

A Case Study of the Influence of Learning Community on Teachers’ Professional Development: An Example of Elementary School Teachers’ Dialogue

許凱筑(Kai-Chu Hsu)

指導教授 ： 蔡怡君

國立暨南國際大學/教育學院/終身學習與人力資源發展碩士在職專班/碩士(2014年)

https://doi.org/10.6837/NCNU.2014.00113

摘要

本研究為個案研究法，旨在探討個案學校中學習共同體的對話運作對國小教師專業成長之影響。希望透過此研究，達到以下目的：
一、探討個案學校推動學習共同體的背景脈絡與規劃。
二、分析個案學校推動教師學習共同體的期許、方法與轉變。
三、探究國小教師運用「學習共同體」的理念進行對話的運作方式。
四、分析國小教師運用學習共同體進行對話的困境與解決途徑。
五、探究國小教師運用學習共同體進行對話對專業成長之影響。
本研究運用訪問法、文件分析的方式進行，並輔以半結構式的訪談大綱來蒐集所需之資料。訪談對象為個案學校的校長、教務主任和二年級的七位教師，校長和教務主任為學習共同體的計畫與推行者，二年級的七位教師為一個對話運作氛圍融洽的教師群，透過與他們的訪談中來瞭解學習共同體的對話運作對於教師專業成長之影響。經過資料的歸納分析與綜合討論後，獲致主要結論如下：
一、學校的理念與學習共同體相近而融入教學活動中，在校長理念的堅持下，透過教師群組對話及相關的研修活動進行之。
二、能以學生為主體進行教學活化課程，並設計相關課程，完成教師圖像，達成學校願景。
三、教師透過正式與非正式的對話模式進行；教師群組中存在一些讓對話運作順利的要點；打造樂於分享與對話的教師群組。
四、學校文化促進教師群組溫馨和樂、相互扶持，並能用智慧化解教師對話的困境。
五、教師參與學習共同體的對話後，以學生為主體的教學設計清楚而深入；班級經營與輔導可以學習更多方法與學生對話、更懂得親師溝通技巧；個人更樂於學習，口語表達力、思考力與教學自信心增加。
最後，本研究根據上述的研究結果，針對欲推動學習共同體的學校、參與學習共同體對話的教師以及未來相關研究提出具體建議。

關鍵字

學習共同體 ； 教師對話 ； 教師專業成長

並列摘要

The thesis, a case study, aims to explore the influence of learning community to professional development by using teachers’ dialogue in an Elementary School. There are some goals to be accomplished:
1. Discuss the context of the learning community in the case study school.
2. Analyze the expectation and transformation of how case school promotes the learning community.
3. Discuss the dialogue among elementary teachers in the process of learning community.
4. Analyze the difficulties and the resolutions of elementary teachers using dialogue in learning community.
5. Explore the influence of professional development among elementary teachers in the process of learning community.
The study adopts interview method and analyzes the documents, which are collected by semi-structured summary of the interview. The participants of interview are the principal, the director of Academic Office, and seven Grade II teachers in Elementary School. Both of the principal and the director of Academic Office plan and promote the learning community, while the seven teachers in the second grade conduct the dialogue in a harmonic atmosphere. It can be understood how the dialogue influences teachers’ professional development as a learning community. Statistical analysis of the documents indicates three main conclusions:
1. The prospects of school which has been integrated into teaching were similar with the learning community. In terms of principal’s philosophy in running the school, the teaching is activated and turns into student-based curriculum through studying teachers’ dialogue and attending workshops of related topics.
2. The teaching and curriculum is student-based designed in order to achieve the goal of school prospects.
3. Teachers are able to have dialogues in both official and none-official circumstances. Some key points is important in keeping the dialogue smoothly. Let the group members willing to share and communicate with each other.
4. The school culture promotes the harmony of teachers group and resolves the difficulty in teachers’ dialogue with wisdom.
5. After joining the dialogue in learning community, the teachers become clear and show more in-depth in designing student-based curriculum. More strategies are discovered in managing the classroom and in counseling the students. The skills of communicating with parents are also improved. The individual as a teacher is more willing to learn and has more confidence in verbal expression and in teaching.

Finally, according to the conclusions above, there are some suggestions for the schools which would like to promote learning community and the teachers’ participation in the dialogue in the learning community as well as the related research in the future.

並列關鍵字

Learning Community ； teachers’ dialogue ； teachers’ professional development

參考文獻

薛雅慈(2014)。國中教師以學習共同體啟動新學習型態之研究。教育科學研究期刊，59(1)，101-140。

一、中文部分

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Parker J. Palmer(2009)教學的勇氣─探索教師生命的內在視界。(藍雲、陳世佳譯)。台北：心理出版社。(原著出版年：1998)

丁一顧、方志華(2013)。日本授業研究的發展與佐藤學學習共同體的批判轉化。課程與教學，16(4)，89-120。