同儕教練：解鎖教師培訓的潛能

Peer Coaching: Unlocking the Potential of Teacher Training

傳統以來，教師孤立的文化，既無法促進教學實務智慧的交流與傳承，又阻礙教師專業地位的提升。為了解決這個問題以及促進教師訓練的轉移，乃有同儕教練理論的誕生。惟同儕教練在我國的倡導雖然已有二十多年了，但是無論在實務推動與學術研究上仍不盡理想。為了讓教育界人士對於同儕教練有更新而完整的認識，並能加以充分運用，本文乃以文獻探討的方式，􃔀述同儕教練的理論內涵，說明國內在同儕教練的實施成效與影響因素的研究結果，以資引證其實施價值，然後論述在我國中小學初任教師導入輔導以及資深教師專業發展上的應用之道。在初任教師導入輔導上，本文建議可以採行下列作法：（1）建立支持性社群，（2）進行協作式專業成長活動，（3）進行教學觀摩與反思，（4）實施教學觀察與回饋，（5）進行共同教學。在資深教師專業成長上，本文則建議：（1）成立專業學習社群，（2）進行工作嵌入式的專業成長活動，（3）進行協同行動研究，（4）共同教學計畫與協作設計，（5）實施以授課教師為主導的觀課。

Traditionally, the culture of teacher isolation has hindered the exchange and transmission of practical teaching wisdom while also impeding the elevation of teachers’professional status. To address this issue and promote the transfer of teacher training, the theory of peer coaching emerged. However, despite being advocated in Taiwan for over two decades, peer coaching has yet to achieve satisfactory results in both practical implementation and academic research.
To provide educators with a renewed and comprehensive understanding of peer coaching and to facilitate its effective application, this paper employs a literature review approach. It elaborates on the theoretical foundations of peer coaching and presents research findings on its implementation outcomes and influencing factors in Taiwan, thereby substantiating its value. Additionally, it discusses practical applications in the mentoring of beginning teachers and the professional development of experienced teachers in primary and secondary schools. For the mentoring of novice teachers, this paper suggests the following approaches: (1) Establishing supportive communities, (2) Conducting collaborative professional growth activities, (3) Engaging in teaching observations and reflective practices, (4) Implementing instructional observation and feedback, (5) Conducting co-teaching practices. For the professional growth of experienced teachers, this paper proposes: (1) Forming professional learning communities, (2) Undertaking job-embedded professional development activities, (3) Engaging in collaborative action research, (4) Collaboratively planning and designing instructional strategies, (5) Conducting teacher-driven observations.