問題本位實務社群在師資職前教育課程之應用與成效

Implementation and Effects of Problem-based Communities of Practice:A Case of Pre-service Teacher Curriculum

本研究之研究目的為：探討如何型塑及運作師資生問題本位實務社群、問題本位實務 社群的實施困難，以及問題本位實務社群中師資生的學習成效，研究對象為在某大學修習 「幼稚園課程設計」之師資生，共72 名。本研究之資料蒐集方法包括訪談、觀察及文件資 料蒐集等。經過資料分析，本研究獲得以下幾項結論：一、社群型塑與運作歷程，展現步 步為營務實取向精神；二、社群運作過程，出現理想與現實的落差；三、社群中師資生展 現理解與正向學習成效。根據結論，本研究並提出以下建議：一、教師心態之調整；二、 持續要求學生課前預習工作；三、鼓勵周邊參與的師資生投入；四、鼓勵師資生向優秀的 幼兒園教師請教。

The goals of this study were to understand the methods of constructing and implementing problem-based communities of practice for pre-service teachers and to explore the difficulties and learning effects of participating pre-service teachers. The participants were 72 pre-service teachers who enrolled in a course called Curriculum Design for Young Children. Data were collected through interviews， observation， and document analysis. The conclusions of this study were as follows: First， the constructing and implementing of problem-based communities of practice showed the spirit of consolidating at every step and pragmatic orientation. Second， the process of implementing the problem-based communities of practice revealed a gap between the ideal and reality. Third， pre-service teachers showed understanding and positive learning effects. Some suggestions for future research were offered. First， it is necessary to adjust teachers’ attitudes. Second， pre-service students should be previewed. Third， the peripherally participating pre-service teachers should be encouraged to engage. Fourth， pre-service teachers should be encouraged to learn from outstanding kindergarten teachers.