高中音樂教師參與校內雙語專業學習社群之個案研究

Abstract

本研究旨在探討一所高級中學音樂教師參與校內雙語專業學習社群之經驗，聚焦該社群的發展歷程與運作策略，採質性個案研究法。研究參與者為該校參與雙語社群之音樂教師，並訪談其重要他人以增進資料完整性。透過半結構式訪談蒐集資料，以訪談綱要作為研究工具，依據雙語社群之發展背景、組織架構、集會規劃、內部協作、教材研發及教學精進策略等面向，進行對研究參與者及其重要他人之訪談，獲致以下四項研究結論：第一，自上而下形成的政策驅動型雙語教師專業學習社群組織樣貌；第二，教師觀點所揭示之學科異質性與語言能力對社群運作的結構性影響；第三，多元協作、彈性教材研發與教學精進促進雙語社群運作策略；第四，教師視角下雙語專業學習社群運作策略之關鍵角色與教學彈性反思。根據研究結論，建議未來雙語教師專業學習社群可逐步強化教師於社群規劃與決策中的參與，以提升參與動能與活動效益；此外，同時促進同領域教師分組共備，深化學科對話與教學設計。最後，建議後續研究可採取量化取向，擴展樣本數及與研究場域，以豐富對雙語專業學習社群發展之理解。

This study aims to explore the experiences of a high school music teacher participating in an on-campus bilingual professional learning community (PLC), focusing on the community’s developmental trajectory and operational strategies. Employing a qualitative case study approach, the participant was the music teacher involved in the school’s bilingual PLC, with interviews conducted with key stakeholders to enhance data completeness. Data were collected through semi-structured interviews using an interview guide as the research instrument, examining the bilingual PLC from the perspectives of its developmental background, organizational structure, meeting planning, internal collaboration, teaching material development, and instructional enhancement strategies. Through this process, four key findings were identified:First, a top-down, policy-driven organizational structure characterizes the bilingual PLC; second, teachers' perspectives reveal the structural impact of disciplinary heterogeneity and language proficiency on PLC operations; third, diverse collaboration, flexible material development, and instructional enhancement promote the operational strategies of the bilingual PLC; and fourth, teachers emphasize the critical role of language support, reflective flexibility, and operational strategies in bilingual PLCs from their perspectives. Based on these findings, it is recommended that future bilingual PLCsgradually strengthen teacher participation in planning and decision-making processes to enhance engagement and the effectiveness of activities. Additionally, it is suggested that teachers within the same discipline engage in collaborative lesson preparation to deepen disciplinary dialogue and instructional design. Future studies may consider adopting quantitative approaches with larger samples and expanded research settings to enrich the understanding and theoretical development of bilingual PLCs.