教師專業學習社群之建構與運作-以一所國中創新教學為例

Abstract

本行動研究探討一位國中校長如何建構與發展專業學習社群，帶領教師社群經歷衝突，發展有意義的對話和合作過程，與教師一起參與創新教學的任務，實踐個人和組織的成長、省思之歷程。 本研究以一年的時間進行資料蒐集，研究方法包括訪談、省思札記和文件分析法。研究者與文獻對話之後，將個案學校專業學習社群的建構和發展歷程分為「協同合作」、「分享領導」以及「創新教學」三個子系統加以深入探究，以瞭解其運作與發展的結果。 此外，研究者的行動探究也揭露校長的自我對話和省思過程，協助本身適時的發覺教學領導的困境，是教師社群活動得以突破現狀，持續發展的重要關鍵。This action research, conducted by a school principal, was to explore how professional learning communities of the case study were shaped and developed in order to initiate innovative teaching. The principal facilitated teachers’ action through encountering with conflicts that nurtured meaningful dialogue and cooperation among teachers. The study spanned a year and data collection devices included interviews, reflection notes, and content analysis. A system of practice framework was built to analyze the process of the PLC team that was constructed and developed through collective efforts. These collaborative efforts found useful for each individual teacher to achieve their innovative teaching goals and for the team to enhance group capacity. The findings echoed the literature body of professional learning communities, which posited that “collaboration,” “sharing leadership,” and ”innovative teaching” are critical to understand the practice and accomplishment of professional learning teams. In addition, the results of this action research indicated that principal’s self reflection and learning by leading is a key to help resolve the teaching leadership dilemma and make a breakthrough for teacher initiative in teaching.