國小教師文化與教師專業學習社群發展之個案研究

A Case Study on Teacher Culture and Development of Professional Learning Communities in an Elementary School

本研究以教師文化與教師專業學習社群發展為焦點，選擇青青國小（化名）為研究對象，運用半結構式訪談蒐集資料進行個案研究。研究結果顯示：學校多元發展特色、教師互動頻繁及重視社區與家長期待是形成教師文化的因素；教師具有心態開放、重視專業自主，同事情誼融洽、常合作與交流，並關注學生均衡發展之文化特性；教師為提升專業能力參與社群，教師和諧氣氛是社群重要的情境支持，重視教學實踐使社群關注實務導向，然個人主義特性弱化合作學習；結合學校特色之社群成效佳，對教師教學、學生學習與學校發展均有幫助，但性質特殊之社群在教學實踐上有困難。最後根據研究結果提出建議，作為學校與教師以及教育主管機構之參考。

This study analyzed teacher culture and development of professional learning communities (PLCs) in Chi-Chi Elementary School， and used semi-structured interviews as research methods. The study had following findings: 1. The forming factors of teacher culture included the spirit of diversified development， the frequent interactions among teachers and fulfillment of parents’ and community’s expectation; 2. Teacher culture included open mind， profession focus， friendly working environment， collaboration and professional knowledge exchange， and emphasis on students’ balanced development; 3. In positive teacher culture and harmonious environment， teachers participated in PLC to enhance professional skills， and emphasized teaching practice to encourage action-oriented PLC， but individualization might weaken PLC collaborative learning; 4. Teaching， students’ learning and school development could all benefit from PLC which carried out school-feature; specialized PLC had the difficulty of teaching practice.. Based on the findings， some suggestions were proposed for elementary school， teachers and education authorities.