The Practice of Teachers’ Professional Learning Community for Promoting Adaptive Education: The Feature Curriculum Planning of a Private High School as an Example
The purpose of 12-year compulsory education is to advocate adaptive education， and the school and teachers are the key factors for promoting and implementing this educational ideology. Teachers， as selfreflective practitioners， should devote themselves to an on-going selfevaluation of teaching as well as enhancement of professional knowledge and skills to adapt to the new educational policies and reforms. Teachers’ professional learning community， with the use of peer cooperation and support model， will provide an avenue for helping teachers to reflect on their own teaching and proceed their professional growth; teachers will also be able to develop a mutual belief in teaching innovation and change from involving into peer dialogues and a self-reflective process. This research， focusing on the feature curriculum planned and implemented by one teachers’ professional learning community at a private high school， is to explore the accomplishments and practice of this professional learning community for promoting adaptive education. The data used for analysis included the colletion of curriculum planning documents and interviews with the school principal and two teachers; it was found: 1. The teachers’ professional learning community has made use of peer dialogues and support for helping teachers to take part in the implementation of adaptive education; 2. The purposes of feature curriculum are addressed on “adaptive learning’’ and “excellent performance’’ for helping students to develop the skills of self-exploration and learning autonomy.
|關鍵詞||十二年國民基本教育、特色課程、專業學習社群、適性教育、12-year compulsory education、feature curriculum、professional learning community、adaptive education|