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題名:建構幼兒教師專業學習社群運作模式之行動研究——以中國大陸某集團幼兒園為例
作者:楊佳
作者(外文):YANG, JIA
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
指導教授:歐陽誾
學位類別:博士
出版日期:2021
主題關鍵詞:集體化幼兒園教師專業學習社群行動研究運作模式collectivized kindergartenteachers’ professional learning communityaction researchoperation model
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本研究旨在透過行動研究,建構一套幼兒教師專業學習社群運作模式,藉以改善R集團幼兒園現存教師專業發展之問題,提升R集團園教師專業品質。參與幼兒語言發展社群的28位來自R集團幼兒園的幼兒教師為本研究的參與者,同时,還有2位研究協同者與3位研究批判者與研究者共同組成研究協同小組,全程參與研究。本研究運用紮根理論的編碼方法、描述統計、變異數分析等質量並重的方式對R集團園幼兒語言發展社群中各小組的現場活動觀察紀錄、小組成員個別訪談、焦點團體訪談、個人反思日記、文件資料、調查量表數據等資料進行分析。獲得結論如下:
一、幼兒教師專業學習社群運作模式包含社群目標、社群運作流程、核心策略與支持系統。
二、幼兒教師專業學習社群運作中存在聚焦問題與幼兒、知識梳理創新與利用、互動不良與衝突、責任推卸、集體決策、賦權增能等問題。
三、幼兒教師專業學習社群運作問題的原因與成員們自身能力、社群建設、同伴互動等有關。
四、促進幼兒教師專業學習社群運作的策略主要包括系統基模、信任策略、溝通五步法、深度會談、推論階梯、知識結構圖、反思六步驟、反思輪、課程學習小組模式、知識利用策略、ESCI知識創造模式、解決社群衝突策略、責任共擔策略、建立願景、世界咖啡、分布式領導、探詢與主張、混合式互動策略等。
五、幼兒教師專業學習社群運作整體成效良好,第二輪行動整體優於第一輪行動。
最後,本研究針對教育行政機構、幼兒園、教師,以及未來相關研究發展,提出社群運作的相關建議。
The purpose of this study is to construct a professional learning community (PLC) operation model for preschool teachers through action research, so as to improve the professional quality of teachers in the R Collectivized Kindergarten in China. 28 preschool teachers from the R Collectivized Kindergarten participated in this study. In addition, two research collaborators, three research critics and the researcher herself formed a research collaboration group participated in the whole research process. This study collected and analyzed the activity records of children's language development community groups, teachers' individual interviews, focus group interviews, personal reflection diaries, documentation, questionnaire data and other data. And quantitative and qualitative analysis were taken by the coding method of grounded theory, descriptive statistics, analysis of variation and other methods. The findings were as follows:
First, the components of preschool teachers' PLC operation model include community goals, community operation processes, core strategies and support systems.
Second, there are some problems in the operation of preschool teachers' PLC, such as focusing on children, knowledge combing, innovation and utilization, poor interaction and conflict, shirking responsibility, collective decision-making, empowerment and entitlement.
Third. The PLC operation problems of preschool teachers are related to their own ability, community construction, and peer interaction.
Fourth, the strategies to promote the operation of preschool teachers' PLC mainly include System Archetype, trust strategy, communication five-step method, Dialogue, Leaps of Abstraction, knowledge structure map, reflection six steps, the Reflective Cycle, Lesson Study Cycle, knowledge utilization strategy, ESCI model, community conflict resolution strategy, responsibility sharing strategy, Building Shared Vision, World Cafe, Distributed Leadership, Balancing Inquiry and Advocacy, blended learning strategy, etc.
Fifth, the PLC of preschool teachers has worked well as a whole, and the results of the second round action research is better than the first round.
Finally, this study will provide some suggestions related to PLC operation for educational administrative institutions, kindergartens, teachers, and contribute to future research and development.
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