挫折能變成力量嗎？臺灣高中學生日常學業韌性經驗驅動的教師專業發展之個案研究

Student Experiences of Ordinary Academic Resilience as a Driver of Teacher Professional Development: A Case Study of Two High Schools in Taiwan

本研究探究臺灣高中班群分流制度下，學生日常學業韌性經驗促進教師專業發展的歷程。採用多重個案研究方法，分析兩所區域高中的質性資料。研究發現：（1）學生學業韌性經驗受制度文化脈絡影響，印證學業韌性發展必須置於師生互動的關係中進行理解；（2）教師基於學科文化提供初始支持，學生主動詮釋並調適支持策略以符合個人需求，進而形成教師反思與專業調整的反饋機制；（3）學生學業韌性經驗能驅動教師專業知識的生成。歸納出「學生日常學業韌性經驗驅動的教師專業發展模式」，為師生協作成長提供實踐之指引。

This study investigated how students’ordinary academic resilience, defined as their capacity to adapt to routine academic setbacks, influences teacher professional development in Taiwan’s high school tracking system. Qualitative data from two regional high schools were analyzed through a multiple-case-study approach. The findings were as follows: (1) Students’experiences of academic resilience are influenced by institutional contexts and must be contextualized in relation to teacher–student interactions.(2) Teachers provide support based on disciplinary culture, which students interpret and adapt, creating a feedback mechanism for teacher reflection. (3)Finally, student resilience drives teachers’professional knowledge development. These findings were synthesized to create a model of teacher professional development driven by students’experiences of resilience, providing practical guidance for collaborative teacher–student growth.