專案實踐社群發展及其教師專業資本積累之個案研究

Abstract

本研究旨在探討實踐社群發展及其專業資本積累之情形，研究基於Wenger實踐社群、Hargreaves與Fullan專業資本理論，建立分析架構，以之探究教育政策推動社群團隊的發展，並探討教師參與社群過程中，對其專業成長之影響。本研究以北極星社群為個案研究對象，採質性研究，資料蒐集方式採半結構式訪談，並輔以文件分析，共訪談6位成員（2位召集人、2位創始成員、2位中途加入的成員）以不同觀點瞭解該社群的成立、運作模式、組成架構、發展階段，以及持續長期運作之因素，同時探討其教師專業資本積累之情形。結論分述如下：一、北極星社群係為推動教育政策而成立的專案團隊，因有教育局穩定的資源挹注得以持續發展。二、由於加入北極星社群的人選皆符合預定的專業及特質，使得社群得以順暢運作。三、北極星社群因擁有分層負責及命題品質控管機制，得以有效研發診斷測驗工具，並促進教師專業成長。四、北極星社群成員隨著社群發展累積其經驗與能量，加上極佳的調適能力得以突破調整期的挑戰。五、北極星社群成員因為獲得肯定和成就感，增強了持續參與的動力。六、北極星社群因為創造專業成長環境及良好的互動氛圍，所以能提升教師專業資本。七、缺乏命審題認證制度，使得專業判斷力提升的社群成員，無法適當的協助校內教師改善命題。八、擁有資源挹注、組織運作良好、累積社會資本及持續設定新目標，是北極星社群能維持長期運作之因素。本研究根據上述研究結論，分別就教育行政主管機關、個案社群、其他社群及未來相關研究提出建議如下：一、對教育行政主管機關之建議 （一）應指派師傅校長並聘請專家學者協助團隊召集人，以順利運作教育政策執行團隊。 （二）教育局應持續挹注資源及專案人力，以維持社群穩定運作。 二、建議北極星社群之命審題討論應有固定且密集的會議，以維持工作效率。 三、建議其他社群應積極提升成員專業資本，且參與外部評選，以增強社群的動力。 四、對未來相關研究之建議 （一）在研究對象上可擴及其他教育政策推動之社群團隊。 （二）建議未來針對社群產出成果之應用情形及對教學現場的影響效益進行研究。 （三）建議進一步研究學校社群之發展方式。 （四）建議未來的研究者可長期追蹤北極星社群之發展。This research aims to discuss the development of communities of practice and its accumulation of professional capital. The research is based on Wenger's concept of Communities of Practice and Hargreaves and Fullan's concept of Professional Capital to establish an analytical framework. This framework is then used to investigate the development of an educational policy implementation team and explore the impact of teachers' professional growth within the team. Taking Polaris Community as the case study object, this qualitative research employs semi-structured interviews and document analysis. Six members were interviewed, comprising two conveners, two charter members, and two members who joined later. This diverse sampling enabled an understanding of the Polaris Community’s formation, operating model, organizational structure, developmental stages, and contributing factors to its long-term sustainability. The research also explores the accumulation of teachers’ professional capital within the team. The conclusions of the research are as follows:1.The Polaris Community is established to promote the educational policy. Stable resource allocation from the Department of Education has enabled its sustainable development.2.The smooth operation of the Polaris Community is attributed to the selection of members who meet predetermined professional qualifications and characteristics.3.The hierarchical responsibility system and quality control mechanisms for diagnostic assessments have enabled the Polaris Community to effectively develop diagnostic tools and promote teachers' professional growth. 4.As the Polaris community grows, its members gain experience and energy, along with exceptional adaptability, and are able to overcome the challenges of the adjustment period. 5.Member motivation for continued participation in the Polaris Community is enhanced by the recognition and sense of accomplishment they gain. 6.The Polaris community effectively enhances teachers' professional capital by creating an environment for professional growth and fostering a positive, interactive atmosphere.7.Despite members' enhanced professional judgment, the lack of a certification system for examinations limits their ability to provide adequate support to school teachers in improving examination practices. 8.The long-term sustainability of the Polaris Community is attributed to factors such as resource allocation, effective organizational operation, accumulation of social capital, and the continuous establishment of new goals. Based on the above conclusions, the research may provide following recommendations for educational administrative institutions, the Polaris Community, other communities, and future researches:1.Recommendations for educational administrative institutions:(1)Assign mentor principals and engage expert scholars to assist leaders in effectively operating educational policy implementation teams.(2)The Department of Education should maintain continuous resource allocation and dedicated personnel to ensure the stable operation of the communities.2.Recommendations for thePolaris Community: Discussions of examination should be held in regular and frequent meetings to maintain work efficiency.3.Recommendations for other communities: Actively enhance members' professional capital and participate in selection to strengthen community motivation. 4.Recommendations for future researches: (1)Expand the research subjects to include other community teams involved in promoting educational policies. (2)Focus on the outputs of the Polaris Community, investigating the application and the impact on teaching practices. (3)Explore the development of school-based professional learning communities. (4)Conduct long-term tracking of the Polaris Community's development.