教師專業學習社群於我國高等教育實施現況之探討
| dc.contributor.author | 陳琦媛 | zh_tw |
| dc.contributor.author | Chi-Yuan Chen | en_US |
| dc.date.accessioned | 2014-10-27T15:14:24Z | |
| dc.date.available | 2014-10-27T15:14:24Z | |
| dc.date.issued | 2014-06-?? | zh_TW |
| dc.description.abstract | 本研究旨在探討國內大學運用教師專業學習社群做為教師專業發展策略之作法及實施現況。為達此研究目的，本研究採用文件分析法蒐集國內118所大學推動教師專業學習社群之作法及相關辦法，以暸解我國大學推動教師專業學習社群之情形，並訪談4 位大學教學發展單位主管及5 位教學專業社群召集人以暸解推動教師專業學習社群之實際經驗。研究結果發現我國大學從2005 年開始實施教師專業社群制度，至今約有67% 的大學實施有教師專業學習社群，其設置之目的在提供教師專業互動交流的機會及提升教師專業知能。社群的組成以校內專兼任教師為主要成員，以3 至15 人為最常採用的社群規模o 約87% 的學校提供社群揮作經費，經費來源主要為教育部計畫經費。我國大學教師專業學習社團的主題和型態多元，能配合教師需求和學校目標彈性調整。教師專業學習中士群的活動確實可協助大學教師，但需設法解決教師工作繁忙而無暇參加專業中士群活動的現況。教師因課程規劃及評量設計等正式任務結合而自然形成的教師專業學習社群通常具有良好的效果，活動符合教師需求且成員相處愉快為專業社群揮作成功的主因。基於上述研究結果提出我國大學未來發展教師專業學習社群之建議以供參考。 | zh_tw |
| dc.description.abstract | The purpose of the study is to explore the experience of implementing faculty professional learning communities in higher education institutions in Taiwan.To achieve this goal, 118 university websites in the sample group were searched and the faculty learning community documents were collected and analyzed. The directors of four different centers for professional development in universities in Taiwan and five leaders of faculty learning communities were interviewed. The results show that the universities started the faculty learning community in 2005 and that 67% of these 118 universities offered the faculty learning community service for their teachers in 2012. The universities use these services to create opportunities for professional communication and to improve effectiveness.The community is composed of three to fifteen members, and most members come from the same university; 87% of the community funding from each university is supported by Ministry of Education (MOE) projects. The activities of the facultylearning community are flexible and varied and their topics could be modified according to the teachers' needs and the school' s objectives The community does indeed enhance the professional ability of the faculty members, but many of them are too busy to attend the community; this problem needs to be solved. One way to promote the faculty learning community is through the use of formal assignmentslike curriculum design, which can produce good results. The activities correspond to the teachers' needs and the good relationship between members is the key to the success of the community. Some suggestions are proposed based on the results. | en_US |
| dc.identifier | 30C51726-F420-38E0-2C47-F8076ADD7A00 | zh_TW |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/13046 | |
| dc.language | 中文 | zh_TW |
| dc.publisher | 教育研究與評鑑中心 | zh_tw |
| dc.publisher | Center for Educational Research and Evaluation | en_US |
| dc.relation | 22(2)，1-46 | zh_TW |
| dc.relation.ispartof | 當代教育研究 | zh_tw |
| dc.subject.other | 高等教育 | zh_tw |
| dc.subject.other | 教師專業學習社群 | zh_tw |
| dc.subject.other | 教師專業發 | zh_tw |
| dc.subject.other | higher education | en_US |
| dc.subject.other | faculty professional learning community | en_US |
| dc.subject.other | teacher professional development | en_US |
| dc.title | 教師專業學習社群於我國高等教育實施現況之探討 | zh-tw |
| dc.title.alternative | The Study of the Current Condition for Implementing Faculty Professional Learning Community in Higher Education in Taiwan | zh_tw |
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