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篇名 |
教師專業學習社群運作歷程之發展研究:以高中職為例
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並列篇名 | A Study of the Operational Process of Teacher Professional Learning Communities at Senior High and Vocational School Level |
作者 | 林佳蓁、馮莉雅、蘇雅慧 |
中文摘要 | 本研究以文件分析法,分析國、私立高中職18個2年期教師專業學習社群之社群運作方式和成效。研究結果如下:一、高中職的跨領域教師社群有成長趨勢,主動式學習漸為社群活動的主流。二、社群運作方式的專業性逐年提升,極少數社群的表現是退步的。三、教師社群的運作逐年符合PDCA(Plan-Do-Check-Act的簡稱)循環的精神。四、教師社群逐年提高對「學生與教師的學習」之關注度。五、教師社群逐年能利用多元資料來源檢視教師和學生的學習成效。 |
英文摘要 | This study aims to investigate the operational effects of eighteen two-year teacher professional learning communities at senior high and vocational level . This study adopted document analysis. The findings are as follows: (1) there is a growing tendency of the organization of teacher learning communities crossing disciplines, and also towards active learning; (2) the professionality of community operation is enhanced year by year, while only a few community performances are poor; (3) the operation of teacher learning communities is in alignment with PDCA’s spirit; (4) teacher learning communities have increased their concerns of student and teacher learning year by year; (5) teacher learning communities have tended to use diverse materials and tools to investigate teachers’ and students’ learning effects. |
起訖頁 | 030-044 |
關鍵詞 | 社群發展歷程、高中職、教師專業學習社群、community development and process、senior high and vocational school、teacher professional learning communities |
刊名 | 教育研究月刊 |
期數 | 202107 (327期) |
出版單位 | 高等教育出版公司 |
DOI |
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| 校長領導教師專業學習社群之實踐案例:以學生學習為核心 |
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| 英國系統領導與臺灣聘任督學政策:當代教育治理趨勢的異地發展 |