高中體育教師跨校專業學習社群之行動研究

Abstract

本研究採行動研究的方式進行高中體育教師跨校專業學習社群的探討，研究目的在於了解社群運作的歷程，並分析社群運作時所遇的困難，討論社群採取的解決策略，最後則分析社群成員感知，提出建議以提供未來體育教育工作者建立跨校體育專業學習社群與研究的參考。本研究歷程可分為三個期程，運作前期為初步建構期，為社群成員共同擬定及修正專業成長活動的規則，並嘗試運作；運作中期則是磨合調整期，修正上期的運作方式，加入其他專業成長的活動，並以凝聚社群成員向心力為最大目標；運作後期則為穩定發展期，成員間已熟悉社群專業成長活動的進行，此期並加入了外部專家資源，提升社群協助教師專業成長的功用。本研究所得結論為：一、本研究歷程可分初步建構期、磨合調整期及穩定發展期等三大期程；二、社群遇到的困難及策略可分為運作方式及運作技術方面；三、社群成員感知分析可分為專業成長、社群運作、外部專家、跨校背景等四大部份。本研究建議如下：一、以同質性、異質性、互補性的成員背景考量成立社群；二、術科練習目標及方式應考量教師根本需求及教師地域性而進行；三、社群運作從教學問題解決導向討論開始；四、社群活動主題發展除了依據個人需求外，可考慮納入當前推動的教育政策；五、師培專家及實習輔導老師為社群良好的外部專家參考資源；六、與校內同事建立情感，以普遍推廣教師專業學習社群。The research used the action research approach to investigate how high school physical education teachers worked through interdistrict professional learning community. The purpose was try to identify the operation of the community, community content, analyze the difficulties they met, the problem solving strategies they adopted, and to analyze the perception of the community members during the study. The process was divided into three phase including “The initial operation of pre-construction period” for members to formulate and revise the rules of professional development activities, and trying to operate the activities; “The intermediate operation of adjustment period“ prompt members to correct the operation method of the former period. The other professional development activities were added, and the members were trying to unite the centripetal force of all. During “the later operation of stable development period”, members were familiar with the professional development activities. In this period, the external expert and resources were joined to promote the function of teachers' professional growth in the community. The conclusions were as follows: 1. the developmental process was comprised to 3 periods: the initial construction, the intermediate adjustment, and stable development; 2. the difficulties that the community encountered with the problem solving strategies could be separated into operational methods and operational techniques; and 3. the analysis of community member perception were professional development, community functioning, external experts, interdistrict background. The suggestions were as follows: 1. to establish the community under homogeneity, heterogeneity, and complementary background considerations; 2.to considered the fundamental needs and the regional differences of the teachers correspond to the objectives and methods of technical subject exercises; 3. to start from the teaching problem-solving discussion in order to make the community in good operation; 4. to the current educational policies; 5. to invite teacher training experts and mentors to the community; and finally to establish the good relationship with school colleagues.