國「被看見」而「能看見」:「學習共同體公開授課」對促進教師專業成長之個案研究
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Date
2015-03-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
本研究採取個案研究法，探討學習共同體之「公開授課」對於促進教師專業成長的意義。本研究還取一位具有二十多年教學資歷的國小老師進行研究，其服務學校在兩年前被選為臺北市學習共同體前導學校，基於此機緣，使他有許多機會需要進行公開授課。研究結果顯示:個案教師認為授課前的「共同備課」、教學中的「共同觀課」，以及教學後的「回饋會談」等做法，皆迴異於傳統的教學觀摩，因而對其個人產生重要影響。更關鍵的是：透過公開授課方式讓他「被看見」，也讓他得以「看見J 課堂中許多動人的學習風景；更因為他看見學生的改變，觸動了其願意持續專業成長的心，進而在專業成長上也產生重要轉變。本研究認為，此種進行公開授課的方式，對於未來臺灣推動教師專業成長活動應具有重要啓示。
By adopting a case study, the present study aimed to explore the positive meaning of public instruction in the context of learning community to promote professional development. The case was an elementary school teacher with more than 20 years of teaching experience, whose school was designated to implement the practice of learning community two years ago. Due to this reason, he has conducted several public instructions. Research results indicated that the teacher considered those actions occurred in the learning community, including the collaborative planning of lessons prior the instruction, the focus of classroom observation during tl1eJinstruction, and the extensive discussions and dialogs after the instruction were all different from those in the traditional public instruction, which has a significant impact on him. Furthermore, being seen in public instruction has enabled him to better see students' improvements, which motivates him to engage in professional learning activities, and consequently, promotes further changes himself. The authors thus suggest that this type of public instruction could serve as a medium for future professional development in Taiwan.
By adopting a case study, the present study aimed to explore the positive meaning of public instruction in the context of learning community to promote professional development. The case was an elementary school teacher with more than 20 years of teaching experience, whose school was designated to implement the practice of learning community two years ago. Due to this reason, he has conducted several public instructions. Research results indicated that the teacher considered those actions occurred in the learning community, including the collaborative planning of lessons prior the instruction, the focus of classroom observation during tl1eJinstruction, and the extensive discussions and dialogs after the instruction were all different from those in the traditional public instruction, which has a significant impact on him. Furthermore, being seen in public instruction has enabled him to better see students' improvements, which motivates him to engage in professional learning activities, and consequently, promotes further changes himself. The authors thus suggest that this type of public instruction could serve as a medium for future professional development in Taiwan.