形成知識的循環：大學師資生社會責任領導困境與策略之研究

Creating Cycle of Knowledge: A Study of Social Responsibility Leadership Dilemmas and Strategies of University Students Majoring in Education

本研究目的在於探究大學師資生社會責任領導所面臨之困境與實踐策略，以質性研究為取向，並採用紮根理論進行資料分析：第一階段的焦點團體座談，以立意取樣邀請大學教師、中小學校長與教師；第二階段的多種個案研究，採用聲譽取樣法，訪談三組大學社會責任服務團隊的師生。研究結果發現：一、困境包含角色的混淆及經驗的侷限、人際的磨擦與情緒的壓力、理解的不足與資源的缺乏、成效的評估及意義的模糊等，此四項蘊含個人、團體到組織交互阻礙的影響；二、策略包括嘗試參與體驗到觀察學習、形成領導知能並自主學習、從做中學且整合實踐知能、問題導向學習與省思內隱，此四項可產生個人、團體與組織彼此支持的協作系統；三、形成素養學習知識循環的模式，是大學師資生社會責任領導實踐策略歷程的重要架構；四、認知、技能與關懷社會的情意，是大學師資生社會責任領導所能涵養的核心目標。

The purpose of this study was to investigate the dilemmas and practical strategies of social responsibility leadership among university students majoring in education, with a qualitative research orientation and data analysis using Grounded Theory. In the focus group interviews of Phase 1, the purposive sampling was conducted to invite university teachers, principals and teachers of primary and secondary schools. In the multiple case studies of Phase 2, the faculty members and students of the three university social responsibility service teams were interviewed using a reputational sampling method. Research findings are summarized as follows. First, dilemmas included: 1. role confusions and experience limitations, 2. interpersonal frictions and emotional stress, 3. lack of understanding and resources, and 4. evaluation of effectiveness and ambiguity of meaning. These four items were the effects of the interaction between individuals, groups and organizations. Second, strategies included: 1. attempts of participatory experience to observational learning, 2. forming leadership competency and independent learning, 3. learning by doing with integration of practical knowledge, and 4. problem oriented learning and reflective implicit learning. These four items could produce a collaborative system in which individuals, groups, and organizations support each other. Third, forming a model of knowledge cycle for literacy learning was an important framework for the practice history of social responsibility leadership for university students majoring in education. Fourth, cognition, skills, and affection for caring for society were the core objectives of cultivating the social responsibility leadership of university students majoring in education.