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Professional Development of a Senior High School Physical Education Teachers: An Action Research on a Professional Learning Community
professional learning community
PE teachers’ professional development
|Abstract:||本研究採行動研究的方式對個案中學體育教師專業學習社群進行探討，研究目的在於瞭解個案PLC組織發展，分析發展遇到困難與問題，討論尋求解決的方式，並探究教師如何經由體育教師專業學習社群，提升學生學習，並提供未來欲組織或發展專業學習社群之體育教師或研究者參考。目前PLC已經歷過三個階段，未形成－發想階段；非正式社群運作－運作前期；資源進入－運作期，每個階段的發展都會遇到不同的問題、困難與挑戰，經過資料的分析與歸納，整理出PLC從開始到現在所遇到的困難分為五大類：時間因素、目標願景、主題內容、成員經驗差異、內容轉化。本研究結論為：一、個案學校體育教師PLC發展歷程為發想階段、運作前期、運作期；二、個案學校體育教師PLC發展過程之困難與解決方式分為 (1) 以行政資源的支持以提升教師參與的意願解決時間難配合的問題 (2) 主持人用心的準備與滾動式的修正解決願景的確立、主題內容的問題與成員經驗的差異 (3) 增加社群實際操作與回饋會議資料解決內容轉化的問題。本研究建議如下：一、標竿學習：增加成功運作的專業學習社群的案例分享；二、增加外校資源與跨領域交流；三、運用專業學習社群的力量配合政策開設學校特色課程；四、邀請外部專家提供社群發展最佳的建議。|
The purpose of the study was to, through action research, investigate how a senior high school physical education (PE) teachers participated in a professional learning community (PLC) . It examined the development of the PLC, analyzed the difficulties and problems these PE teachers had encountered, proposed possible solutions, and unfolded the effects of the participation in PLC on students’ learning. The PLC in the present study has undergone three stages: (1) brainstorming stage where the PLC was not yet formed, (2) pre-operation stage which was featured by informal activities, and (3) the operation stage into which resources were poured. Different problems, difficulties, and challenges were identified at each stage. Time limitation, prospect for the future, content of the learning, experience difference, and the transfer of the learning were categorized for challenges. Strategies: (1) the administrators should rearrange the teaching time to increase teachers’ willingness to join PLCs; (2) the leader of PLCs should prepare in advance and keep revising in order to confirm the future goal and to consider the different needs among members; (3) practical execution of what has been learned and feedback indispensable. Four suggestions were proposed: (1) learning experiences from successful PLC; (2) increasing interaction with external resources and encouraging cross-disciplinary cooperation; (3) working with members at PLCs to develop school-based curriculum; (4) inviting specialists and experts to offer suggestions for the development of PLCs.
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