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題名：對話即實踐：網絡學習社群專業資本積累之個案研究
書刊名：教育科學研究期刊
作者：陳佩英 引用關係
作者(外文)：Chen, Pei-ying
出版日期：2017
卷期：62:3
頁次：頁159-191
主題關鍵詞：專業資本；對話即實踐；網絡學習社群；Dialogue as practice；Networked learning communities；Professional capital
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(10) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:146
  • 點閱點閱:24
本研究旨在探究網絡學習社群之教學探究活動及其專業資本積累之實踐路徑與意義。履行者個案由七位臺北市立六所公立高中的國文教師組成。本研究為期2年，資料蒐集包含深度訪談與焦點訪談、觀察紀錄、問卷與文件分析等。本研究結合網絡學習社群、專業資本與對話即實踐之概念，以之深描與詮釋該社群之發展歷程與專業資本累積之關聯。研究結果除了說明國內網絡學習社群的發展脈絡，也討論了履行者成員投入跨校社群的理由、在實踐中形塑社群主體、善用社群媒體平台打破時空限制、透過教學探究的文本生成循環而使得專業資本得以積累，以及跨校社群的網絡擴散和未來發展。社群成員因理念相通而集結，當成員參與備課－觀課－議課之時，便是創造第三空間的集體探究活動。跨校社群經由集體活動中的言談與文本的生成循環，漸漸形成跨文本的理解，共享的優勢言談可以穿越學校城牆與教室，形成具備公共議題的敘事文本，並於教學文本的生成循環中進行探討和反思，繼而共創教育價值並賦予課程與教學新的實踐意義
This research explored the pedagogical inquiry activities of the networked learning communities (NLCs), and the path and meaning of its professional empowerment. The case study focused on a group of teachers named the “Navigators,” comprised of seven Chinese Literacy teachers from six public high schools in Taipei. This study lasted 2 years and data collection included in-depth interviews, focus group interviews, field observation, and document analysis. The concepts of NLCs, professional capital, and dialogue as practice were employed to provide thick description and a thorough interpretation of the processes and changes involved in the NLCs. The results explain the context in which the NLCs originated, the drivers of participation, how agency was developed through collaboration, the use of social media for constraint-free communication, the use of professional enquiry and reconstructed lesson texts for accumulation of professional capital, and the network expansion that led to further development of new NLCs. When participants gathered for meetings and held discussions regarding lesson plans and instructional observation, they created a “third space” for collective inquiry. Through cycles of professional dialogue and the recurrent production of lesson texts, a shared pedagogy was strengthened that guided professional discourse and enabled common understanding. This discourse was then continued within the teachers’ respective schools to form a public narrative on educational practices. Along the process of recurrent production of talks and texts then practiced collaborative inquiry and reflection. This, in turn, shaped educational values and empowered the Navigators to be innovative with their curriculum and instruction
期刊論文
1.張素貞、吳俊傑(20110200)。從「深耕」到「精進」--九年一貫課程與教學輔導機制之推動。教育資料與研究，98，101-124。new window  延伸查詢new window
2.Robichaud, D.、Giroux, H.、Taylor, J. R.(2004)。The Metaconversation: The Recursive Property of Language as a Key to Organizing。Academy of Management Review，29(4)，617-634。  new window
3.Gutiérrez, Kris D.、Baquedano‐López, Patricia、Tejeda, Carlos(1999)。Rethinking diversity: Hybridity and hybrid language practices in the third space。Mind, Culture, and Activity，6(4)，286-303。  new window
4.Earl, L.、Katz, S.(2005)。Painting a data-rich picture。Principal Leadership，5(5)，16-20。  new window
5.Kahne, J.、O'Brien, J.、Brown, A.、Quinn, T.(2001)。Leveraging social capital and school improvement: The case of a school network and a comprehensive community initiative in Chicago。Educational Administration Quarterly，37(4)，429-461。  new window
6.Dudley, P.(2013)。Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilized imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning。Teaching and Teacher Education，34，107-121。  new window
7.陳佩英、焦傳金(20090300)。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54(1)，55-86。new window  延伸查詢new window
8.陳麗華(2011)。促進全員潛能開發的學習共同體。教師天地，171，76-77。  延伸查詢new window
9.陳佩英(20150300)。結構縫隙、社群連結與教育學想像的實踐。中等教育，66(1)，58-78。new window  延伸查詢new window
10.林智中、張爽(20130100)。香港高中課程改革：通識教育科的人力成本。課程與教學，16(1)，159-178。new window  延伸查詢new window
11.陳佩英、鄭美瑜、黃琪、鄭毓瓊、林雅婷(20160500)。教育學想像的促能：跨校網絡學習社群與校本學習社群的共享願景實踐。教育研究月刊，265，91-109。new window  延伸查詢new window
12.Chen, Peiying、Lee, Che-Di、Lin, Hongda、Zhang, Chun-Xi(2016)。Factors that develop effective professional learning communities in Taiwan。Asia Pacific Journal of Education，36(2)，248-265。  new window
13.Fairhurst, G. L.、Putnam, L.(2004)。Organizations as discursive constructions。Communication Theory，14(1)，5-26。  new window
14.Jordan, J. J.、Rand, D. G.、Arbesman, S.、Fowler, J. H.、Christakis, N. A.(2013)。Contagion of cooperation in static and fluid social networks。PloS One，8(6)，1-10。  new window
15.Kuhn, T.(2008)。A communicative theory of the firm: Developing an alternative perspective on intra-organizational power and stakeholder relationships。Organization Studies，29(8/9)，1227-1254。  new window
16.Lieberman, A.、Wood, D.(2002)。Untangling the threads: Networks, community and teacher learning in the national writing project。Teachers and Teaching，8(3)，295-302。  new window
17.Spee, A. P.、Jarzabkowski, P.(2011)。Strategic planning as communicative process。Organization Studies，32(9)，1217-1245。  new window
18.Surman, M.、Surman, T.(2008)。Listening to the stars: The constellation model of collaborative social change。Social Space，1，24-29。  new window
19.Taylor, J. R.、Robichaud, D.(2004)。Finding the organization in the communication: Discourse as action and sensemaking。Organization，11(3)，395-413。  new window
20.Wohlstetter, P.、Malloy, C. L.、Chau, D.、Polhemus, J. L.(2003)。Improving schools through networks: A new approach to urban school reform。Educational Policy，17(4)，399-430。  new window
21.潘慧玲、陳佩英、張素貞、鄭淑惠、陳文彥(20141200)。從學習領導論析學習共同體的概念與實踐。市北教育學刊，45，1-27。new window  延伸查詢new window
22.薛雅慈(20140300)。國中教師以學習共同體啟動新學習型態之研究。教育科學研究期刊，59(1)，101-140。new window  延伸查詢new window
23.Borgatti, Stephen P.、Foster, Pacey C.(2003)。The Network Paradigm in Organizational Research: A Review and Typology。Journal of Management，29(6)，991-1013。  new window
24.楊佩文、卯靜儒(20150300)。教育改革中構築的主體、意義與關係：臺北市跨校教師共同備課之經驗分享。中等教育，66(1)，153-171。new window  延伸查詢new window
25.陳佩英(20090900)。一起學習、一起領導：專業學習社群的建構與實踐。中等教育，60(3)，68-88。new window  延伸查詢new window
會議論文
1.Stoll, L.(2004)。Networked learning communities as professional learning communities。Aporia Consulting Ltd for Phase 1 of Evaluation of Networked Learning Communities Program Network Learning Communities Seminar，(會議日期: 2004, April)。San Diego, CA。  new window
2.Jackson, D.、Cordingley, P.、Hannon, V.(2004)。Networked learning communities: Programme, policy environment and the potential of participatory evaluation。The for AERA annual conference。San Diego, CA。  new window
研究報告
1.李文富(2012)。規劃學科中心種子教師轉型為學科諮詢輔導機制。宜蘭縣：國立宜蘭高級中學。  延伸查詢new window
學位論文
1.阮孝齊(2016)。我國學習共同體政策擴散之研究(博士論文)。國立臺灣師範大學，臺北。new window  延伸查詢new window
圖書
1.趙志成、何碧愉、張佳偉、李文浩(2013)。學校改進：理論與實踐。香港：香港中文大學香港教育研究所。  延伸查詢new window
2.Taylor, Charles(2003)。Modern Social Imaginaries。Duke University Press。  new window
3.Thaler, R. H.、Sunstein, C. R.(2008)。Nudge: Improving decisions about health, wealth, and happiness。New Haven, CT：Yale University Press。  new window
4.Hargreaves, A.(2003)。Teaching in the knowledge society: education in the age of insecurity。Teacher College Press。  new window
5.Hargreaves, Andy、Fullan, Michael(2012)。Professional capital: Transforming teaching in every school。Teachers College Press。  new window
6.Ricoeur, Paul、Thompson, John B.(1981)。Hermeneutics and the Human Sciences: Essays on Language, Action and Interpretation。Cambridge：Cambridge University Press。  new window
7.Hargreaves, A.、Shirley, D. L.(2009)。The fourth way: The inspiring future for educational change。Corwin Press。  new window
8.Church, M.、Bitel, M.、Armstrong, K.、Fernando, P.、Gould, H.、Joss, S.、Vouhe, C.(2003)。Participation, relationships and dynamic change: New thinking on evaluating the work of international networks。London：University College London。  new window
9.Little, J. W.(2005)。Nodes and nets: Investigating resources for professional learning in schools and networks。Berkeley, CA：University of California。  new window
10.McCormick, R.、Fox, A.、Carmichael, P.、Procter, R.(2011)。Researching and understanding educational networks。London：Routledge。  new window
11.Organisation for Economic Co-operation and Development(2003)。Networks of innovation: Towards new models for managing schools and systems。Paris：Organisation for Economic Co-operation and Development。  new window
12.Taylor, J. R.、Van Every, E. J.(1999)。The emergent organization: Communication as its site and surface。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
13.林南(2001)。Social Capital: A Theory of Social Structure and Action。Cambridge University Press。  new window
14.Fullan, Michael(2007)。The new meaning of educational change。Teachers College Press。  new window
其他
1.Network Learning Conference(2017)。NLC 2016: Looking back-moving forward，http://www.lancaster.ac.uk/fss/organisations/netlc/index.htm。  new window
圖書論文
1.Chen, P.-Y.(2017)。Creating a network for teacher-led reform and pedagogical innovation in Taiwan。Teachers leading educational reform: The power of professional learning communities。London：Routledge。  new window
2.Jackson, D.、Temperley, J.(2006)。From professional learning community to networked learning community。Professional learning communities: Divergence, depth and dilemmas。Berkshire：Open University Press。  new window
3.Veugelers, W.、Zijlstra, H.(2005)。Keeping school networks fluid: Networks in dialogue with educational change。Network learning for educational change。London：Open University Press。  new window
 
 
 
 
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