國中教師專業學習社群對教師專業知能影響之分析

An Analysis of the Impact of Junior High School Teachers’ Professional Learning Community on Teachers’ Professional Knowledge

蔡金蘭(Chin-Lan Tsai)

指導教授 ： 林志忠

國立暨南國際大學/教育學院/課程教學與科技研究所/碩士(2014年)

https://doi.org/10.6837/NCNU.2014.00211

摘要

論文名稱：國中教師專業學習社群對教師專業知能影響之分析
校院系：國立暨南國際大學教育學院課程教學與科技研究所 頁數：185
畢業時間：103年/1月 學位別：碩士
研究生：蔡金蘭 指導教授：林志忠

論文摘要
本研究旨在探討國中教師專業學習社群對教師專業知能影響之分析，主要採自編之「國中教師專業學習社群現況及對專業知能影響調查問卷」，對臺灣地區北、中、南、東四地公立546位國中教師，就三類主要專業學習社群—學科/領域、專業發展主題和虛擬/網路學習社群進行調查。調查的內容，計分參與三類專業學習社群數、社群活動數；三類專業學習社群之組成人員、組成原因、運作機制、實施功能與困境；及三類專業學習社群對教師專業知能的影響。從中還依教師不同背景變項，對前述各項問題進行差異性分析。最後還利用J. Dimmick(1993)之消費者滿足效用(gratification utility)的衡量方式，來比較三類學習社群之利基寬度、利基重疊和利基優勢等現況。
研究結果茲結論如下：
一、國中教師參與學科/領域及專業發展主題學習社群數，平均約為1個，參與社群活動數平均為1-2次；而參與虛擬/網路學習社群數平均為0-1個，而參與社群活動數平均約為0-2次。
二、學科/領域與專業發展主題學習社群的組成人員，皆以同學科/領域的教師為主；而虛擬/網路學習社群則以跨學科/跨領域的教師為主。
三、學科/領域與專業發展主題學習社群的組成，皆以專業發展為主要原因；而虛擬/網路學習社群的組成，主要原因是教師興趣，其次才是專業發展。
四、三類教師專業學習社群最常採用的運作機制仍以傳統之同儕省思對話、教學觀察與回饋、主題經驗分享、專題講座等方式為主。
五、三類教師專業學習社群的功能主要皆為進行專業分享與省思，其次為促進教學合作與成長。
六、三類教師專業學習社群的主要活動困境皆是缺乏鼓勵社群活動的獎勵措施、缺乏社群經費資源之支持，以及缺乏鼓勵社群成員穩定參與的機制。
七、三類學習社群之功能與對專業知能的影響，皆以學科/領域學習社群最具利基寬度與優勢。
八、三類學習社群中，以學科/領域和專業發展主題學習社群之重疊性最高，彼此競爭與相互取代性最大；而學科/領域與虛擬/網路學習社群重疊性最小，最不容易相互取代。
九、在三類教師專業學習社群的實施困境方面，以專業發展主題學習社群展現的利基寬度最大，顯示可能存在較大的實施困境。
根據上述之研究發現與結論，提出以下幾點建議，以供教育主管機關、學校行政單位、國中教師以及未來研究之參考。
一、 對教育主管機關的建議:
(一) 教育行政主管機關應透過教育視導，要求各國民中學落實以學習社群模式運作各領域教學研究會。
(二) 教育行政主管機關應了解教師的需求，明訂鼓勵各校教師參與社群活動的獎勵措施，並給予社群經費與各項資源之支持，以激勵教師。
(三) 因應少子化的趨勢，教育行政主管機關應及早訂定各項配套措施，並減輕教師工作負擔，創造教師穩定參與社群的機制。
二、 對學校行政單位的建議:
(一) 鼓勵教師依興趣或新興教育議題，由下而上組成跨領域、跨年級之專業發展主題學習社群。
(二) 鼓勵校內教師打破傳統，引進更多元之社群運作方式，如共同備課、教學方法創新研究、行動研究、工作坊或校際參觀與交流等。
(三) 鼓勵教師充實資訊應用能力，踴躍參加虛擬/網路學習社群的運作，與其他兩類學習社群形成相輔相成之效果，提升教師專業知能。
三、 對教師的建議:
(一) 積極參與三類教師專業學習社群，提升教師專業知能，型塑教師專業形象。
(二) 打破傳統單打獨鬥與教室王國的心態，接受社群合作與開放課室的新思維。
(三) 了解教育政策變革的趨勢，活化教學內容與方法，成為真正的學習專家。

關鍵字

教師專業學習社群 ； 學科/領與學習社群 ； 專業發展主題學習社群 ； 虛擬/網路學習社群 ； 教師專業知能

並列摘要

Title of Thesis：An Analysis of the Impact of Junior High School Teachers’ Professional Learning Community on Teachers’ Professional Knowledge
Name of Institute：Institute of Curriculum Instruction and Technology, College of Education , National Chi Nan University Pages：185
Graduation Time：01/2014 Degree Conferred：Master
Student Name：Chin-Lan Tsai Advisor Name：Jyh-Jong Lin

Abstract
This study was aimed at exploring and analyzing the impact of junior high school teachers’ professional learning community on teachers’ professional knowledge. It was conducted through a survey to investigate three major types of professional learning community, subject/field learning community, professional development themes learning community, and virtual/online learning community, by distributing the author-compiled “Questionnaire for Exploring the Current Development of Junior High School Teachers’ Professional Learning Communities and its Impact on Professional Knowledge” to 546 junior high school teachers in northern, central, southern, and eastern regions of Taiwan. There were three aspects of the investigation: (1) the number of teachers participate and the frequency of their participation in those communities, (2) community members, causes of community forming, operational mechanism, implementation functions and difficulties of the three types of professional learning communities, and (3) the impact of the three types of professional learning communities on teachers’ professional knowledge. The author conducted analysis of variance (ANOVA) on the collected data based on the participants’ different backgrounds. Dimmick’s (1993) gratification utility was then measured to compare the niche breadth, niche overlap, and niche superiority of the three professional learning communities.
The findings of the study are as follows:
1. The average number of the subject/field and the professional development themes learning community participated by junior high school teachers is one, and the average frequency of participation in those communities is between one and two；while the average number of the virtual/online learning community participated by junior high school teachers is between zero and one, and the average frequency of participation in the community is between zero and two.
2. Members of the subject/field and professional development themes learning communities are mostly teachers in the same subject/field, while members of the virtual/online learning communities are mostly teachers from across different subjects and fields.

3. The major cause of forming subject/field and professional development themes professional learning communities is for the purpose of professional development, while the top reason for forming the virtual/online learning community is teachers’ personal interest followed by professional development.
4. The most adopted operational mechanism of the three professional learning communities is through the traditional approaches of reflections and dialogues among the colleagues, observations of and feedback on teaching practices, thematic experience sharing, and lectures on specific topics.
5. The major functions of the three types of professional learning communities are professional sharing and reflection and promoting teaching collaboration and growth.
6. The major difficulties encountered by the three types of the professional learning communities are the lack of a rewarding system to encourage community participation, the lack of financial support for the community, and the lack of mechanism to encourage steady community participation by its members.
7. With regard to the impact of the three types of professional learning communities on professional knowledge, the subject/field learning community has the highest degree of niche breadth and niche superiority.
8. Among the three types of professional learning communities, the subject/field learning community and the professional development themes learning community have the highest degree of overlapping, competition, and mutual substitution. On the other hand, the subject/field learning community and the virtual/online learning community have the least degree of overlapping and mutual substitution.
9. With regard to the difficulties in implementing the three types of professional learning communities, the professional development themes learning community has the highest degree of niche breadth, suggesting an existing higher implementation difficulty.
Based on the findings and conclusion of this study, the following suggestions are proposed for the government agencies supervising educational affairs, school administration, junior high school teachers, and further related research.
1. Suggestions for government agencies supervising educational affairs
a. Through educational supervision, government agencies supervising educational affairs should require junior high schools to adopt learning community approach to conduct teaching research meetings in different fields.
b. Government agencies supervising educational affairs should understand what the school teachers need and stipulate regulations of rewarding measures to encourage teachers to participate in learning communities as well as provide financial support and other necessary resources for the communities so that teachers will be enticed.
c. In response to the trend of low birth rate, government agencies supervising educational affairs should plan out counter measures, and they should also alleviate teachers’ working load and create a mechanism for teachers to steadily participate in learning communities.
2. Suggestions for school administration
a. The school should encourage teachers to form professional development themes learning communities across different fields and grades from bottom up based on teachers’ interests or new educational issues.
b. The school should encourage teachers to move across the tradition by introducing versatile learning community operation approaches, such as collaboration in course preparation, innovative teaching methods, action research, workshops, and visits to and exchanges between other schools.
c. The school should encourage teachers to upgrade their information technology competency by actively participating in the virtual/online learning community. Together with the outcome of the other two types of professional learning communities, teachers’ professional knowledge will be further enhanced.
3. Suggestions for teachers
a. Teachers should proactively participate in the three types of professional learning communities to expand their professional knowledge and re-create their professional image.
b. Teachers should change their mindset of the traditional one-man approach and a closed classroom by accepting the new ideas of community collaboration and an open classroom.
c. Teachers should keep up with current of trends educational policy reforms to update and enliven their teaching materials and instructional methods and to become a real learning professional.

並列關鍵字

teacher professional learning community ； subject/field learning community ； professional development themes learning community ； virtual/online learning community ； teacher’s professional knowledge

參考文獻

一、中文部分

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