Padlet在教師協作中的實踐探討：以一個跨校國語文教師社群為例

Exploring the Practice of Padlet in Teacher Collaboration: A Case Study of an Inter-School Mandarin Teacher Community

本研究探討一個跨校國語文教師社群如何透過數位平台Padlet進行協作，以克服疫情期間無法實體備課、觀課與議課的限制。研究採質性個案研究，透過觀察、文件和訪談進行資料蒐集，了解教師們如何利用Padlet來共享知識、共同設計課程並反思教學效果。結果發現，Padlet不僅作為一個數位平台，還在課程設計與實施過程中，轉變為師生即時互動與回饋的空間，促進教師之間的協作，進而提升國語文課程設計的深度與內在價值。本研究結論指出，數位工具在教師專業發展和課程創新中扮演重要角色，特別是在面對當前教育變革挑戰時，為教師群體提供了新的協作模式和實踐機會。

This study explores how an inter-school Mandarin teacher community collaborates through the digital platform Padlet to overcome the limitations of conducting in-person lesson planning, classroom observations, and discussions during the COVID-19 pandemic. Using a qualitative case study approach, data were collected through observations, document analysis, and interviews to understand how teachers utilize Padlet for knowledge sharing, collaborative curriculum design, and reflection on teaching outcomes. The findings reveal that Padlet, beyond serving as a digital platform, evolves into a space for real-time interaction and feedback between teachers and students, facilitating collaboration among teachers and enhancing the depth and intrinsic value of Mandarin curriculum design. The study concludes that digital tools hold significant potential for teacher professional development and curriculum innovation, offering new modes of collaboration and practical opportunities for teacher communities, particularly in the face of contemporary educational reform challenges.