童軍科雙語教師專業社群運作與教學實踐之行動研究

Abstract

本研究探討國中童軍教師參與雙語教師專業學習社群，參與社群增能活動後對其教學實踐之影響。本研究運用質性之研究方法，透過半結構式訪談法，研究對象為兩位臺北市某國中參與雙語社群之童軍教師，深入了解其參與雙語教師專業學習社群的歷程，以及對於教師專業知能、教學實踐之影響，並討論現行雙語教師專業學習社群運作所面臨的困境，以及該校之因應策略。研究結果發現，社群運作中「行政端支持為社群成功關鍵」，由上而下發起社群有助於建立共同願景，凝聚成員情感展現社群特徵，且透過社群運作增能活動發現「雙語社群提升童軍教師專業知能」，精進教師學科教學知識；面對困境「提升社群誘因」促進教師共同參與社群，共同專業成長。根據研究結果，本研究建議未來童軍教師參與雙語教師專業學習社群應有兩社群雙軌進行，並擴展校外資源；至於整體雙語推動則應針對教師參與雙語社群有更完善之配套政策。對於後續研究，建議可經由學校主管、行政、家長等多元角度蒐集資料，並於未來雙語教師母體數量增加後，以量化的方式了解社群與教師教學實踐間的關係。This study explores the impact on teaching practices of scout teachers who participate in bilingual teacher professional learning communities, and engaging in community’s activities. This study employs semistructured interviews with two scout teachers, who participated in a bilingual community, from a junior high school in Taipei City. The study aims to gain an in-depth understanding of their experiences in the community and its impact on their professional development and teaching practices, as well as to discuss the challenges faced by current bilingual teacher professional learning communities and the strategies to address these challenges.The results of the study reveal that"participate in bilingual teacher professional learning communities is benefit to professional development." Through community activities, teachers improve their pedagogical content knowledge. Additionally, it was found that "administrative support is important to the community", it helps establish a shared vision, strengthen member cohesion, and demonstrate the characteristics of the community. Furthermore, "enhancing community incentives" promotes teachers' joint participation in the community. Based on the research findings, it is suggested that bilingual teacher professional learning communities should involve dual-track communities and the expansion of external resources. As for the overall promotion of bilingual education, there should be more comprehensive supporting policies for teacher participation in bilingual communities. For future research, it is recommended to collect data from multiple perspectives, including school administrators, and parents, and to use quantitative methods to realize the relationship between communities and teaching practices.