跨校教師學習社群的運作型態及教學改變之研究

A Study of Operation and Instructional Change of Cross-School Teacher Learning Community

藍偉瑩(Lan Wei-Ying)

指導教授 ： 楊文金

國立臺灣師範大學/理學院/科學教育研究所/博士(2017年)

https://doi.org/10.6345/NTNU202202065

摘要

教師專業學習社群自教育部2009年結合教師專業發展評鑑推動至今，從原本任務型或單一學校形式，因社群網路普及而產生社群樣態的改變。社群網路使對同主題有成長需求的教師可聯繫而結合。教師社群的成立走向跨校與跨縣市，社群組織與運作方式與單一學校形成的社群不相同。本研究以臺北市七個不同高中學科跨校教師專業學習社群為研究對象，社群成立時間2.5年或2年，均以改變課堂教學與課程為目標。透過收集問卷調查法，了解各社群與社群成員背景、教學與社群運作內容，並了解社群成員間的關係，並透過訪談社群核心成員，解析由社群形成、設定目標、規範、進行方式、社群產出，到社群教師教學改變情形。並以化學跨校教師學習社群為焦點團體，施以問卷，並對核心成員進行訪談、田野觀察，進而分析社群學習文化對於社群成員教學改變的影響。研究結果發現：社群運作可由社群成員理念、社群形成目的、成員關係建立、社群發展內涵、成員關係、社群領導、社群未來展望等方面探討，跨校教師社群以共同備課為目的，社群運作時聚焦於課堂教學，以分散式領導，共同負擔社群工作，並對於社群有未來發展的期待。由化學跨校教師社群的研究中可發現，當社群運作型態屬於聚斂─多元─綜效型時，社群成員的成長便朝向預期目標發展，社群成員的教學發生改變，跨校教師學習社群綜合實體與網路社群運作的優勢，產生廣度與深度的學習。研究成果期望能對於未來跨校教師學習社群以及教師發展社群提出建議，使教師除專業成長外，也能落實課程與教學改變。

關鍵字

社群學習文化 ； 教師教學改變 ； 跨校教師學習社群

並列摘要

Since the promotion of the professional development of teachers’ evaluation in 2009, the types of teachers' professional learning communities have changed from the original task-oriented or the single school form because of the popularity of community network. Community networks Teachers who had the same need in professional development were connected through community networks. The establishment of the teacher communities became cross school and cross county, and their community organizations and modes of operation were different from those of a single-schooled teacher’s community. In this study, there were seven cross school teacher’s professional learning community from senior high schools in Taipei City taken as the objects of study. They were established for 2.5 years or 2 years and were all to change the teaching and curriculum in the classroom as a goal. Through the collection of questionnaires, the study was to understand the background of the community and community members, teaching and community operation, and to understand the relationship between members of the community. Through interviews with the core members of the community, the study was to analyze the formation, setting goals, operation, output, and the community teachers’ teaching change in these communities. And the study also took the chemistry teachers’ learning professional community as the focus group, through the application of the core members of the interview, field observation, to analyze the community learning culture for the community members of the teaching changes. The results of the study showed that the operation of the teacher’s professional community can be discussed by the concept of community members, the purpose of community formation, the establishment of members, the connotation of community development, the relationship among members, the community leadership and the future outlook of the community. Cross school teacher community focused on the purpose of co-preparation in the preparation for class. The community operations focused on classroom teaching. By decentralized leadership, community members shared the work of the community, and had expectations for the future development of the community. It can be found from the study of the cross school chemistry teachers' community that when the community operation pattern belongs to the convergence-diversity-type, the growth of the members of the community would move towards the expected target, and the teaching of the members of the community would change. Cross school teachers learned the advantages of community integrated entity and network community operation, resulting in breadth and depth of learning. The results of the study were expected to provide suggestions for the future cross-school teacher learning community and teacher development community so that teachers can implement curriculum and teaching changes in addition to professional development.

並列關鍵字

teachers’ community learning culture ； teachers’ instructional change ； cross-school teachers’ learning community

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