縣市建制學校教育支持系統之個案研究

Abstract

偏鄉教育一直是教育改革的重要議題，偏鄉教育相關的政策法規、實踐方案、學術研究等也不斷推陳出新，然而偏鄉地區的教育發展卻似乎始終存在眾多發展上的困境。本研究採個案研究，以一個偏遠地區學校比例佔全縣學校數七成以上的縣市－田園縣為研究對象，採制度邏輯觀點為視角，透過參與式觀察、訪談與文件蒐集，了解在十二年國教課綱的重大教育變革脈絡下，偏鄉縣市的地方教育主管機關如何鼓勵場域中積極的行動者團隊，並連結在地學校、輔導團、大學等的資源，發展偏鄉學校教育與教師專業發展的支持系統，翻轉偏鄉學習與資源弱勢的現況，形成新的實踐可能。本研究爬梳個案縣市兩個教師團隊從「聯合行動體的誕生與發展」、「行動模組的設計與實踐反思」到「組織協作與策略創新」的發展歷程，並從中發現推動偏鄉縣市教育變革的動力來源，首要培養具多元組成、積極能動以及實踐反饋特質的團隊，並在研究與實踐的緊密合作中創造團隊回應發展衝突的能力，以及團隊需得到地方政府的行政資源，以進行系統變革。團隊發展過程中的衝突與發展方向的來回擺盪和團隊對話，則是促進制度場域動態運作的特點。綜而言之，本研究發現： 一、第一線工作者、教育主管機關、大學團隊的參與與合作，建立具持續回應問題能力的團隊是制度創新的啟動條件。 二、以學校支持與教師支持增能系統的建立，形塑更具包容、多元與永續的學校教育制度邏輯，是制度創新的實踐成果。 三、從由上而下的規範到組織各地社群力量發展校本及跨校協作，新的制度邏輯更具包容與彈性，但也因其開放的特性帶來制度變革的減速與模糊，是制度創新的持續挑戰。 四、從學校場域、行動者組織以及個體的觀點，制度邏輯觀點應用於偏鄉教育研究，可更好地捕捉與理解制度動態變化的要素與轉折，是以該分析架構剖析制度創新的價值所在。“Rural education” has always been a prominent issue in the field of educational polices. Relevant policies, regulations, programs and research have been constantly updated to respond to this critical issue. However, the development of rural education still seems to be fraught with many challenges. Tien-Yuan county, with more than seventy percent of its schools in remote areas, was intentionally chosen as the research site of this case study. From the perspective of institutional logic, the study analyzed how the local education authority in Tien-Yuan county encouraged active actors in the field to develop support systems for rural school education and teachers' professional development in the context of the major education reform of Curriculum guidelines of 12-year basic education. This study analyzed the development of two communities of practice in Tien-yuan County, in order to trace their learning pace from “the birth and development of joint action entity”, ”design and reflection of action modules,” to “organizational collaboration and strategic innovation.” The findings of this study are as follow: 1. Participation and collaboration of frontline educators, education authorities and professionals is a crucial factor in establishing a team which capable of responding to issues in a sustainable way.2. The establishment of a system for school support and teacher empowerment has fostered a more inclusive, diverse and sustainable school education system, which was resulted from the praxis of institutional innovation.3. The emerging institutional logic, from top-down regulation to bottom-up development of community action, led to a more inclusive and flexible pathway for transformation. Nevertheless, this also displayed somewhat slower and less clear change process due to its openness, which continues to pose challenges to institutional innovation.4. By examining institutional change from the perspective of school fields, pro-action organizations and individuals, the institutional logic perspective can better capture and understand the critical elements and turning points of institutional change in rural education research.