三個國中教師專業學習社群之運作

A Study on Development of Three Teachers' Professional Learning Communities in Junior High School

黃孟玉(Mengyu Huang)

指導教授 ： 洪志成

國立中正大學/教育學院/教育學研究所/碩士(2014年)

摘要

國中教師專業學習社群研究較多以探討社群與外界課題的關聯性，缺乏探究社群實際運作樣貌之研究。本研究旨在探索三個成立超過3年的國中學科/領域教師專業學習社群之實際運作樣貌，並以團體凝聚力、交流互動、團體氣氛等的團體動力觀點分析社群內的社群凝聚力、專業對話的方式和運作模式等樣貌。研究參與者為三個個案社群的召集人，本研究採訪談法進行資料蒐集與質性分析，研究時間歷時4週。研究結果指出：1.社群凝聚力：「成為夥伴關係」、「專業成長需求被滿足」、「賦予使命感」，讓社群成員在情感、專業需求被滿足，並成為社群一份子。
2.專業對話的方式：「初期示範專業分享很重要」、「尊重平等的互動氛圍」、「做中學；學中做」，以形塑專業交流的互動氛圍，並在實做學習中，深化專業對話。
3.運作模式：「商討社群方向」、「創造共同美好經驗」、「歷程評論的省思」，以凝聚社群運作共識，檢視並因應社群方向之調整，並創造共同經驗，以傳承社群文化。
透過此3向度的整理，突顯社群實際運作的特色，包含阿如社群在滿足成員情感和專業需求，以增進團體凝聚力，阿嫻社群在共同商討共識，以因應社群延續與轉型，阿侯社群在專業交流方式上的尊重平等的氛圍，以深化專業對話等社群實際運作之樣貌。最後根據研究結果，對未來研究、社群實務工作者提出建議。

關鍵字

教師專業學習社群 ； 團體動力

並列摘要

The study aims to explore the develpoment of the three teachers' professional learning communities (PLC) based on subjects or learning areas , and were set up over three years in junior high schools. Three aspects of group dynamics theory included group cohesion, interpersonal interaction, and group climate, were employed to analyze the community cohesion, patterns of professional dialogue , and operation models of the three teachers' professional learning communities in this study. Qualitative research was adopted in this research and data was collected and analyzed from semi-structural interview for four weeks. The research results were listed as following.

1.Community cohesion: "building the partnership", "Fulfilling the needs of professional growth"," empowering teachers sense of mission " can make community members be satisfied with the needs of emotion and professional growth ,and become one member of the community.

2.The Patterns of teachers' professional dialogue: demonstrating professional dialogue at an initial stage, interactive climate with equality and respect, learning by doing; doing by learning, are three ways to shape the professional interactive climate, and to enhance the professional dialogue.

3.The models of community operation: discussing the direction for future development of community, creating wonderful common experience, and retrospecting the process are three ways to build consensus of community operation, to adjust the direction of community development, and to create common experience to pass down the community culture.

Three features of the three different communities could be seen as follows. A-Ru's community enhanced group cohesion by satisfying members' needs of emotion and professional growth. A-Shan's community discussed the future development by building consensus. A-Ho's community deepened the professional dialogue by making interactive climate with equality and respect.
Finally, discussions are presented in the study based upon the findings, suggestions are given for the practitions of teachers' professional learning community and future research.

並列關鍵字

Professional Learning Community ； Group Dynamics

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