校長在校園學習社群的認知與實踐探究－八所國小校長的經驗

The Principal’s Cognition%2C and Practices in School Learning Communities－eight Elementary Schools Principals' Experiences

本研究旨在探討校長推動校園學習社群所持的認知與實施策略。研究方法採取開放、半結構式訪談，希冀經由研究結果作為校長在推動校園學習社群之參考。研究發現校長在校園學習社群的認知方面包括：一、校園學習社群之組成應有共同的目的，包括個人專業的成長與需求、解決教師工作上問題與建立教學特色；二、社群成員應秉持認同、信任、尊重、分享、平等與合作等信念來推動社群發展。其次在校園學習社群的實踐上則發現：一、受訪學校所推動之校園學習社群都由學校教育人員所組成，缺乏家長、學生與社區人士之參與；二、在校園學習社群的實踐應重視觀念的改變、自我反省的機制、社群知識的提升、社群規範以及行政支援等策略；三、為促進學習社群的永續發展，應重視績效檢視、社群的轉型及學習文化的建立。

The research explored the principals' cognition and practice in learning communities in elementary schools. Open， semi-structured interviews were conducted to obtain information for principals to promote learning communities. The results are listed as below: The principal’s philosophy include: 1. The members of learning community should share common goal， including individual's professional growth and need， solving work problems and construct teaching characteristic; 2. The members of learning communityshould promote the development of community with identification， trust，respect， sharing，equity and cooperation. The principal’s practices include: 1.The learning communities in schools are composed of teachers. Parents， students and community members are not involved; 2. The strategies of constructing learning community in school include changing concept， reflection mechanism， advance community knowledge， community norms and administrational support. The sustainable development of communities include:1.to view performance， transformation of learning community and building learning culture.