成為新教師：VUCA時代的教師協作挑戰與策進作為

Becoming a New Teacher: The Challenges and Strategies to Teacher Collaboration in the VUCA Era

疫情的影響下，許多衝突、轉變、風險、未知等動態概念已成為代表社會各界的現象，近年國外其實已興起以VUCA（volatile, uncertain, complex and ambiguous）一詞，代表未來世界將可能呈現出變動性、不確定性、複雜性與模糊性的狀態，同時學校教育也在此一波趨勢下首當其衝，而教師專業發展乃學校品質提升的關鍵，其中教師協作不但具有促進教師專業發展的重要功能，其協作的特性更可以成為學校成功適應動態環境的基礎。因此，本文即著眼於學校如何面對VUCA時代為背景，先分析VUCA及教師協作的意涵，再探討VUCA時代下教師協作遭遇的挑戰，以及願景、領導、管理、文化及社群等層面的策進作為，希望有助於未來學校推動教師專業發展的參考。

Due to the impact of COVID-19 in Taiwan, dynamic concepts, such as conflict, change, risks, and unknown factors, have become the phenomenon of different circles in society. In recent years, the term VUCA has risen in foreign countries, which means that volatile, uncertain, complex and ambiguous will appear in the future world, and school education will be affected first by this trend. Teachers’ professional development is key to upgrade the quality of schools. As teacher collaboration enhances their professional development, the characteristic of collaboration can also serve as the foundation for schools to successfully adapt to the dynamic environment. Thus, this study aimed to determine how schools are coping in the era of VUCA. It first analyzed the meanings of VUCA and teacher collaboration, and further probed into the challenges encountered by teacher collaboration in the era of VUCA, as well as the strategies of vision, leadership, management, culture, and community, which can serve as a reference for schools to implement teachers’ professional development in the future.