高中教師實施服務學習課程歷程與教師效能轉變之研究

Abstract

本研究旨在探究高中教師實施服務學習課程歷程與教師效能之轉變，研究對象為四位現職高中實施服務學習課程之教師，運用半結構式訪談與質性分析，並使用三角檢證、研究參與者檢驗及同儕檢式，增加研究信實度。研究結果如下：一、高中教師實施服務學習課程之歷程包括：學務活動成為服務學習課程實施的契機；團體活動與學科結合，發展出多元豐富的服務學習課程。二、高中服務學習課程的困難與挑戰包括：經費的不確定性影響服務學習的實施與推展；時間成本阻礙服務學習課程實施與運作；因為服務學習產生師資需求，面臨莊稼多而工人少的教師人力缺乏的挑戰。三、高中教師實施服務學習課程之效能轉變包括：服務學習課程使教育信念實踐、教學不斷創新；服務的路上，教師夥伴攜手偕行；服務拉近師生關係，發掘學生潛能與培育學生助教；克服服務的外在因素：新冠疫情危機，帶來多元服務學習的轉機。基於研究結果提出建議包括：（一）建議高中實施服務學習課程之教師：充實服務學習專業能力、建立互惠合作的教師夥伴關係、加強與社區建立連結、建置服務學習社群平台；（二）對於政府及學校單位之建議：持續辦理服務學習專業知能培育、辦理服務學習競賽或是績優獎勵，提升學校重視、鼓勵教師參與。另外亦對於未來研究提出建議。This study aims to explore the process of senior high school teachers implementing service-learning courses and the transformation of teacher efficacy. The research objects are four current senior high school teachers who implement service-learning courses. Semi-structured interviews and qualitative analysis are used, and triangular inspection, research participant inspection and peer inspection are used to increase the reliability of the research. The research results are as follows:First, The process of high school teachers implementing service-learning courses includes: academic affairs activities become an opportunity for the implementation of service-learning courses; group activities are combined with disciplines to develop diverse and rich service-learning courses.Second, The difficulties and challenges of high school service learning courses include: the uncertainty of funding affects the implementation and promotion of service learning; time cost hinders the implementation and operation of service learning courses; because service learning creates a demand for teachers, it faces the challenge of a shortage of teachers with more crops and fewer workers.Third, The changes in the effectiveness of high school teachers’ implementation of service-learning courses include: service-learning courses enable educational beliefs to be practiced and teaching continues to innovate; on the road of service, teachers and partners work hand in hand; services bring teachers and students closer, explore students’ potential and cultivate student teaching assistants; overcome external factors of service: the crisis of the new crown epidemic has brought about a turning point for multiple service-learning.Suggestions based on the research results include: (1) Suggestions for high school teachers implementing service-learning courses: Enrich service-learning professional capabilities, establish reciprocal and cooperative teacher partnerships, strengthen connections with communities, and build service-learning community platforms; (2) Suggestions for the government and school units: continue to carry out service-learning professional knowledge training, organize service-learning competitions or performance awards, raise schools’ attention, and encourage teachers to participate. It also makes recommendations for future research.