本研究針對教育政策、施行措施等交互影響下,以快樂國小(化名)為例,探討教師專業學習社群實際運作於教育現場的情形。研究期程自2014年至2015年,歷時4個年度。社群成立至今4年,本研究歷時1年。 本研究半結構訪談法進行資料蒐集與質性分析,透過三位社群召集人和九位社群教師成員的訪談、社群發展相關文件等方式進行資料蒐集,期盼能瞭解社群召集人所面臨的角色情境、社群經營理念、成員的參與等社群發展現象。 根據分析結果,獲致以下結論: 一、召集人的社群經營理念往往來自於社群的參與經驗 二、社群的參與會因人際互動程度、實務運用性、能力的獲得性而有所差異 三、召集人會以角色融合、自我調適、順應妥協等策略,以減少角色衝突發生 四、社群的內容會以實務教學運用、經驗的移轉性來進行溝通與調整 五、社群運作方向的持續、調整與改變,來自於成員間互動頻率的程度 六、教師在參與社群的過程中,會降低個別需求,以促使共同需求的滿足 最後,根據研究結果提出建議,以供教育行政單位、學校、教師及後續研究之參考。
In order to evaluate and analyze the implementation of teacher's professional learning community , this research took the Happy elementary school(an assumed name)as the illustration. This research used semi-structural interview to collect and analyze data.First, the researcher interviewed three conveners and nine members of this community. Then, the researcher analyzed documents of the community to collect data.It aimed to realize the situation about the characters of the conveners, management ideas, and the participation of members. According to the analysis, this study had the following conclusions: 1.The management ideas of conveners often came from the participating experiences of the learning community. 2.Tthe participation of the learning community would be different because of the interpersonal interaction, practicability, and results. 3.The conveners would reduce the conflicts by role integration, self regulation, and compromises. 4.The community would communicate and integrate with practical teaching and transferred experiences. 5.The lasting time, revise, and change of the learning community came from the interaction between members. 6.Teachers would reduce individual demands and promote the satisfaction of group. Based on the above conclusions, this study gave suggestions to the educational administrative authorities, schools, teachers, and future researchers.