社區大學教師培力歷程之研究

Abstract

全國89所社區大學每年有40多萬人進行終身學習，與正規體制的學校教育不同。社區大學以「解放知識，催生公民社會」為宗旨，強調「公共性」與「利他性」是知識解放的另種實踐，雖社區大學定位於社會改革、發展公民意識，但是由於法制條件的不足與限制，在實際的推動過程上產生種種困難，又因為社大學員來選課的動機多數是自我成長，漸漸形成辦學理念與民眾需求的落差，存在著經營前景的不確定性，社區大學存在的發展飽受質疑。社大個位數行政人員要負責一個龐大的上千位甚至越來越多的終身學習人口與校務工作，對教育部、教育處、對周遭民眾服務、及上千位的師生服務，這種以小博大的行政體系，並非長久之計，而大於工作人員10倍以上的第一線「社大教師群」影響著學員的學習與串連社區大學的辦學理念，是養成公民的重要關鍵推手，他們對成人終身學習的質與量產生了巨大的影響。社區大學24年來並沒有制式的培力方式，雖屬於非正規教育體系，但社大教師屬於成人教育工作者，教師的專業與教學觀，深刻影響社區大學教學品質，迎向社區大學未來發展更需要重視社區大學教師培力。本研究採用質性研究的深度訪談法，針對科學城社區大學五年以上教師10人進行半結構式訪談，依據研究架構、相關文獻以及訪談結果進行分析、討論後，針對本研究四個目的：1、探索社大教師專業發展的動機；2、瞭解社大教師在培力歷程遇到的挑戰；3、研析社大教師在培力歷程的經驗知識；4、探究社大教師參與社群培力的方式。綜整研究結論如下： 一、社大教師因應學科專家、教學專家、學習專家、社造專家之角色需求，產生不同專業發展動機。 二、社大教師培力歷程之挑戰與因應策略包括：精進專業知能以面對學科知識教學挑戰；善用班級經營全方位增能以成為解決教學問題之真正教師；以學習者為中心，教師也是學習者，與學員形成學習共同體，兼顧學員需求與社大終身學習目標；引導學員知識解放的意識覺醒，以推動社大公民社會之社造精神。 三、社大教師培力依據自主學習自我培力與教師社群培力分進合擊：（一）自主學習運用閱讀、網路資源學習、向優秀教師、專家典範學習、回流學校繼續教育或取得證照，以精進教師專業發展。（二）教師社群培力以參與校方提供之專業培訓，以及參與教師社群、學習公共議題之工作坊，實踐社大終身學習與解放知識之辦學理念。

最後，對社區大學經營者、社區大學教師、教育主管單位及後續研究方向提出多點建議。

More than 400,000 people in 89 community colleges across the country are engaged in lifelong learning every year, which is different from formal school education. Community colleges aim at"emancipating knowledge and fostering civil society", emphasizing "publicity" and "altruism" as another practice of knowledge emancipation. There are various difficulties in the actual promotion process, and because the motivation of community college students to choose courses is mostly self-growth, gradually forming a gap between the concept of running a school and the needs of the public, there is uncertainty in the business prospects, and the existence of community colleges development has been questioned.

The single-digit administrative personnel of the community colleges are responsible for a huge population of thousands or even more lifelong learners and school affairs. They serve the Ministry of Education, the Education Department, the surrounding people, and thousands of teachers and students. This kind of administrative system based on small and broad is not a long-term solution, but the front-line "community college instructor group" is more than 10 times larger than the staff, which affects the students' learning and connects with the school-running philosophy of community colleges. These admins are the key of cultivating citizens, and they have had a huge impact on the quality and quantity of adult lifelong learning.

In the past 24 years, community colleges have not had a standard training method. Although they belong to the non-formal education system, the teachers of community colleges are adult educators. The professionalism and teaching views of teachers have profoundly affected the teaching quality of community colleges, and they will embrace the future development of community colleges. Attention needs to be paid to the development of community college teachers.This study adopts the in-depth interview method of qualitative research, and conducts semi-structured interviews with 10 teachers of the Science City Community College for more than five years. After analyzing and discussing based on the research structure, relevant literature and interview results, the four purposes of this study are:1. Explore the motives of community college teachers' professional development; 2. Understand the challenges encountered by community college teachers in the process of power training; 3. Research and analyze the experience and knowledge of community college teachers in the process of power training; 4. Explore community college teachers' participation in the community way of empowerment.

The comprehensive research conclusions are as follows: 1. In response to the role needs of subject experts, teaching experts, learning experts, and social construction experts, community college teachers have different motivations for professional development. 2. The challenges and coping strategies in the process of teacher training at the community college include: improving professional knowledge and ability to face the challenges of subject knowledge teaching; making good use of class management to enhance all-round capabilities to become a real teacher who solves teaching problems; learner-centered, teachers, as learners, forming a learning community with students, taking into account the needs of students and the lifelong learning goals of the community college; guiding the awakening of students' awareness of knowledge liberation, so as to promote the spirit of social creation of the community college's civil society. 3. Community college teacher training is based on independent learning, self-training and teacher community training: （1） Independent learning, using reading, learning from online resources, learning from excellent teachers, experts and models, returning to school for further education or obtaining a certificate to enhance teacher professional development. （2） Teacher community training to participate in the professional training provided by the school, as well as participating in the teacher community and workshops to learn public issues, to practice the school-running philosophy of lifelong learning and liberation of knowledge.Finally, several suggestions are put forward for community college operators, community college teachers, educational authorities and follow-up research directions.