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題名:城鄉教師專業學習社群發展歷程之比較研究-以高雄市二所國中教學卓越團隊為例
作者:鍾莉娜
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:余嬪 教授
學位類別:博士
出版日期:2016
主題關鍵詞:城鄉差異教師專業發展學習社群教學卓越團隊教師增能Urban-rural divideteacher professional developmentlearning communityexcellent teaching teamteacher empowerment
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本研究以高雄市城鄉二個榮獲教學卓越金質獎團隊聲色動人社群與得勒樂卡潛能開發社群為例,依據學習型組織、社會建構主義與情境學習理論等,以質性研究針對 17 位教師與校長作深入訪談,探討城鄉教師專業學習社群發展之歷程,並比較分析其社群發展歷程之異同,以提供不同類型學校推展社群運作及專業成長之參考。
本研究將城鄉教師專業學習社群發展歷程,分為萌芽期、奠基期及蓬勃發展期,各階段各有其發展的特色。研究發現,城市部分,萌芽期:校長領軍「由上而下」,藝文專業深耕;奠基期:教師專業自主與增能,同儕專業分工;蓬勃發展期:社群運作制度化,因地制宜發揮專業效能。偏鄉部分,萌芽期:自發性「由下而上」,小家庭全方位;奠基期:教師專業自主與成長,單領域統包分工;蓬勃發展期:社群傳承制度化,因地制宜創新在地特色。而比較城鄉教師專業學習社群發展歷程,其相同處,首先,就城鄉社群而言,社群得以持續經營皆因社群運作制度化,且內涵主要皆以藝文領域為主;其次,就城鄉社群成員而言,皆能充分展現教師專業自主,除正式與非正式溝通無礙,成員穩定與行政人員相輔相成外,皆能發揮「教育愛」犧牲奉獻;至於城鄉教師專業學習社群發展歷程之差異處為:社群啟動模式不同-城市被動式由上而下,偏鄉自發性由下而上;組成態樣不同-城市為一校多個領域社群,偏鄉為單一領域社群;對話模式不同-城市為專業分工,偏鄉為統包分工;增能的模式不同-城市多同儕互助合作,偏鄉著重個人特色合作;社會對城鄉社群的回饋關注度不同-偏鄉遠勝於城市。綜上,本研究建議:首先,鼓勵城鄉可以藝文領域為核心優先成立社群;其次,城鄉社群可以因地制宜發揮在地文化特色;第三,校長宜順應「由下而上」的教師願力並支持與褒揚。
The present study examined two teams that received the “Excellent Teaching Gold Award” in the rural and urban areas of Kaohsiung City, specifically, the Sensual Community and Teldreka Development Community. Based on learning organization, social constructivism, and situational learning theory, the present study adopted a qualitative research method to conduct an in-depth interview survey on 17 teachers and principals. The present study aimed to elucidate the development process of teacher professional learning communities in rural and urban areas and compare the differences and similarities in the development processes of these communities. The findings obtained in this study can serve as a reference for the community promotion and professional development of various schools.
The present study categorized the development process of teacher professional learning communities in urban and rural areas into the growing, stabilizing, and prospering stages. Each stage possesses unique development features. Findings indicated that in the urban area, the community was led by the principal using a “top-down” leadership approach and art-related specializations were the focus of development in the growing stage. In the stabilizing stage, teachers exhibited professional autonomy and were empowered, and a division of specialization among peers was exhibited. In the prospering stage, community functioning was institutionalized and the community exhibited professional performance due to local advantages. In the rural area, the community developed spontaneously via a “bottom-up” approach, where small families were comprehensively engaged. In the stabilizing stage, teachers exhibited professional autonomy and improvement, and the integration and division of single disciplines were exhibited. In the prospering stage, community heritage was institutionalized and the community exhibited innovative features due to local advantages. An analysis of the similarities between the development processes of teacher professional learning communities in urban and rural areas showed that both communities achieved sustainable operations because of the institutionalization of community functions, where the content was based on art-related domains. In terms of rural and urban community members, the teachers in both communities exhibited professional autonomy. In addition to unobstructed formal and informal communication and stable collaboration with administration staff, teachers were also able to show the dedication of “education by love.” An analysis of the differences between the development processes of teacher professional learning communities in urban and rural areas showed that the community activation models were different. The urban community exhibited a passive “top-down” model while the rural community exhibited a spontaneous “bottom-up” model. Community compositions were different. The urban community exhibited a one-school-multiple-field community while the rural community exhibited a single-field community. Working models were different. The urban community exhibited professional division while the rural community exhibited integration and division. Empowerment models were different. The urban community exhibited mutual collaboration among peers while the rural community exhibited personal characteristics collaboration. Feedback from society and the value that society placed on urban and rural communities were different. The rural community received significantly more feedback and was valued more. In summary, the present study suggests that both urban and rural communities can focus on the development of art-related fields during community establishment. Moreover, both urban and rural communities can develop their local cultural features based on their local advantages. Finally, principals should conform to “bottom-up” leadership approach, appropriately affirming and praising teacher commitment.
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