技術型高級中等學校教師專業學習社群運作歷程與實施成效個案研究   免費試閱

A Case Study of a Teacher Professional Learning Community in a Skills-Based Senior High School

本研究旨在描述中部一所技術型高中教師專業學習社群運作歷程，並探討其成效。成員共有七人，包含師培大學教師二人及幼保科與餐飲科教師五人。社群以「食農教育」為主題，完成五個班群主題課程創發與實踐。社群運作歷時一學年，採質性個案研究，以文件分析、訪談、參與觀察等方式蒐集資料。研究發現：一、社群發展歷程：包含啟動、定錨、途中與總整四個階段。二、社群成效：（一）教師層面：研發創新之主題課程、增進課程設計與教學實務能力、產出教學行動與反思、建構技高社群發展案例。（二）學生層面：辦理學生成果發表餐會統整學習成果，學生因不同學習任務，獲得不同的學習結果。三、社群運作省思：技高社群依專業屬性發展實作主題課程，任務編配成焦點；教師本職勞務負荷大，參與社群受排擠；實作成果導向社群需大量經費挹注；教師專業社群運作條件尚需補強；擴增社群成員之異質性，增加跨域視野或推動班群進行全主題課程實作。四、提出社群發展、學術社會責任及未來研究等三面向建議。

This study discussed the process and the effectiveness of the operation of a teacher professional learning community in a skills-based senior high school. Seven members, including two teachers of the university and five teachers of the skills-based senior high school, participated in the study. With the theme of “food and agriculture education”, the community led the five classes taught by the five teachers of the senior high school to complete five topics of course practice, including farming, food cooking, snack baking, situational arrangement, and tea ceremony. This case study lasted for one school year, and it used the qualitative method of document analysis, interviews, focus group interviews, and participant observation. The results showed that: 1. The process of the implementation of the teacher professional learning community included four stages: starting, positioning, on the way, and consolidating; 2. The effectiveness could be divided into teacher and student dimensions; 3. The operations of teacher professional learning community faced five dilemmas: (1)The community’ operation in vocational education was different from that in general education; (2) Teachers had heavy loading in their own jobs and thus might be excluded from participating in the community; (3) The implementation of results-oriented community required lots of money, and thus it needed budget subsidy; (4) The operating environment of teacher professional community still needed to be strengthened. (5) It would be much better if the teacher professional learning community could include members of different professional fields, increase community members’ cross-domain vision, and promote curriculum implementation. Finally, this study offered suggestions for teacher professional learning community development, school social responsibility, and future research.