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題名：有效能教師學習社群之發展：香港個案研究
書刊名：教育研究與發展期刊
作者：譚彩鳳
作者(外文)：Tam, Choi Fung
出版日期：2011
卷期：7:2
頁次：頁213-246
主題關鍵詞：教師學習社群；教師專業發展；校本課程發展；Teacher learning community；Teacher professional development；Schoolbased curriculum development
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(8) 博士論文(3) 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:176
  • 點閱點閱:122
教師學習社群是教師專業發展的新範式，而有效能的教師學習社群可以促成創新課程的發展。然而，實徵研究指出由於華人社會教師文化保守，在發展教師學習社群遇到不少困難。本研究通過香港一所中學中文科教師的經歷，揭示有效能教師學習社群的發展機制1。研究結果反映（一）科主任先從政府的課程發展計劃中增強相關的知能，然後把握課程改革的契機，建立共同願景與目標，推動同儕合作，帶領課程的規劃與實施。（二）增加教師學習機會的溝通機制包括成立課程發展小組、共同備課、師徒制、同儕視導、科組會議。（三）教師參與、分享、對話、實踐及共同反思，能促進教師的專業成長。（四）開放的學校文化提供支援環境發展教師學習社群。這一切最終為教師及科組文化帶來核心的轉變。
Teacher learning community is a new paradigm shift of professional teacher development. Effective teacher learning community is conducive to the implementation of curriculum innovation. Studies have shown that owing to the conservatism of teacher culture in the Chinese society, the development of teacher learning communities have confronted many difficulties. This case study aimed at exploring useful mechanisms operated in an efficient teacher learning community developed by teachers of a Chinese department of a Hong Kong secondary school. The findings of this study have documented that: (1) the department heads increased their expertise by joining the curriculum development projects provided by the government and then seize the chance of curriculum change in fostering collegiality, building shared vision and goals, and facilitating curriculum planning and implementation. (2) The mechanisms that increased learning opportunities among teachers included the establishment of decision-making group about curriculum development, pre-lesson planning discussion group, mentorship, peer class visits, and meetings. (3) Teachers’ participation, sharing, dialogue, practices and mutual reflection, all promoted the professional development of teachers. (4) The collaborative culture of school also provided supportive environment for the development of teacher learning community. All these facilitated fundamental changes of teachers and restructuring of departmental culture in the end.
期刊論文
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2.Winther, A. A.、Volk, T. L.、Shrock, S. A.(2002)。Teacher decision making in the 1st year of implementing an issues-based environmental education program: A qualitative study。Journal of Environmental Education，33(3)，27-33。  new window
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4.譚彩鳳(2006)。校本課程政策透視：中文教師的觀點與實踐。教育曙光，53，57-67。  延伸查詢new window
5.Berry, B.、Johnson, D.、Montgomery, D.(2005)。The power of teacher leadership。Educational Leadership，62(5)，56-60。  new window
6.Johnston, S.(1990)。Understanding curriculum decision-making。Journal of Curriculum Studies，22(5)，463-471。  new window
7.高博銓(20090600)。學校教師學習社群發展的個案研究。師資培育與教師專業發展期刊，2(1)，61-74。new window  延伸查詢new window
8.蔡進雄(20070100)。國民中小學學校創新管理成效、實踐困難與有效途徑之研究。學校行政，47，1-26。  延伸查詢new window
9.蔡進雄(20031200)。學校領導的新思維：建立教師學習社群。技術及職業教育，78，42-46。  延伸查詢new window
10.高博銓(20081200)。學校學習社群的發展與挑戰。中等教育，59(4)，8-20。new window  延伸查詢new window
11.Stodolsky, S. S.、Grossman, P. L.(1995)。The impact of subject matter on curricular activity: An analysis of five academic subjects。American Educational Research Journal，32(2)，227-249。  new window
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13.Darling-Hammond, L.、McLaughlin, M. W.(1995)。Policies that support professional development in an era of reform。Phi Delta Kappan，76(8)，597-604。  new window
14.林思伶、蔡進雄(20050400)。論凝聚教師學習社群的有效途徑。教育研究，132，99-109。new window  延伸查詢new window
15.Sabar, N.(1985)。School-based curriculum development: Reflections from an international seminar。Journal of Curriculum Studies，15(4)，451-454。  new window
16.甄曉蘭、鍾靜(20020400)。學校本位課程發展相關問題及其相應措施之研究。師大學報．教育類，47(1)，1-16。new window  延伸查詢new window
17.Hargreaves, A.(2005)。Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change。Teaching and Teacher Education，21，967-983。  new window
18.甄曉蘭、簡良平(20020300)。學校本位課程發展權力重整問題之批判分析。教育研究集刊，48(1)，65-93。new window  延伸查詢new window
19.Grossman, P.、Wineburg, S.、Woolworth, S.(2001)。Toward a theory of teacher community。Teachers College Record，103(6)，942-1012。  new window
20.簡紅珠(20050700)。對臺灣中小學教學文化的幾點思考。課程與教學，8(3)，1-13。new window  延伸查詢new window
21.Fullan, M. G.、Pomfret, A.(1977)。Research on curriculum and instruction implementation。Review of Educational Research，47(1)，335-397。  new window
22.Little, J. W.(2002)。Locating learning in teachers' communities of practice: Opening up problems of analysis in records of everyday work。Teaching and Teacher Education，18(8)，917-946。  new window
23.Stoll, Louise、Bolam, Ray、McMahon, Agnes、Wallace, Mike、Thomas, Sally(2006)。Professional learning communities: A review of the literature。Journal of Educational Change，7(4)，221-258。  new window
24.McMillan, David W.、Chavis, David M.(1986)。Sense of Community: A Definition and Theory。Journal of Community Psychology，14(1)，6-23。  new window
25.Englert, C. S.、Tarrant, K. L.(1995)。Creating collaborative cultures for educational change。Remedial and Special Education，16(6)，325-336+353。  new window
26.Aubrey-Hopkins, J.、James, C.(2002)。Improving practice in subject departments: The experience of secondary school subject leaders in Wales。School Leadership & Management，22(3)，305-320。  new window
27.Shulman, L. S.、Shulman, J. H.(2004)。How and what teachers learn: a shifting perspective。Journal of Curriculum Studies，36(2)，257-271。  new window
28.王素芸(20001200)。教師課程決定自主性之探究。教育與心理研究，23(下)，235-253。new window  延伸查詢new window
29.譚彩鳳(20100600)。教師校本課程決定及其影響因素之研究：香港個案研究。教育研究與發展期刊，6(2)，1-32。new window  延伸查詢new window
30.林智中(2005)。香港 '種子計劃' 與教師成長。全球教育展望，(7)，67-71。  延伸查詢new window
31.宋萑(2006)。校本學校改善與教師專業發展。教育發展研究，7B，25-30。  延伸查詢new window
32.宋萑(2007)。校本教師發展與教師專業學習共同體的建構。集美大學學報，8(1)，37-42。  延伸查詢new window
33.Lo, Y. C.(2007)。The micro-politics of curriculum leadership。Curriculum Perspectives，27(1)，26-39。  new window
34.Loucks-Horsley, S.、Matsumoto, C.(1999)。Research on professional development for teachers of mathematics and science: The state and the scene。School Science and Mathematics，99(5)，258-271。  new window
35.Akerson, V. L.、Cullen, T. A.、Hanson, D. L.(2009)。Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice。Journal of Research in Science Teaching，46(10)，1090-1113。  new window
36.Andrews, D.、Lewis, M.(2002)。The experience of a professional community: Teachers developing a new image of themselves and their workplace。Educational Research，44(3)，237-254。  new window
37.Cardno, C.(2002)。Team learning: Opportunities and challenges for school leaders。School Leadership & Management，22(2)，211-223。  new window
38.Bucci, J. A.(2000)。Teachers as decision makers: Do they have the skills for the task?。Kappa Delta Pi Record，36(2)，73-75。  new window
39.Busher, H.、Harris, A.(1999)。Leadership of school subject areas: Tensions and dimensions of managing in the middle。School Leadership & Management，19(3)，305-317。  new window
40.Connelly, F. M.、Clandinin, D. J.(1994)。Telling teaching stories。Teacher Education Quarterly，21(1)，145-158。  new window
41.Crossley, M.(1984)。Strategies for curriculum change and the question of international transfer。Journal of Curriculum Studies，16(1)，75-88。  new window
42.Eisenman, L.、Hill, D.、Bailey, R.、Dickison, C.(2003)。The beauty of teacher collaboration to integrate curricula: Professional development and student learning opportunities。Journal of Vocational Education Research，28(1)，85-104。  new window
43.Gopinathan, S.、Deng, Z.(2006)。Fostering school-based curriculum development in the context of new educational initiatives in Singapore。Planning and Changing，37(1/2)，93-110。  new window
44.Hannay, L. M.、Ross, J. A.(1999)。Department heads as middle managers? Questioning the black box。School Leadership & Management，19(3)，345-358。  new window
45.Hannay, L. M.、Erb, C. S.、Ross, J. A.(2001)。To the barricades: The relationship between secondary school organizational structure and the implementation of policy initiatives。International Journal of Leadership in Education，4(2)，97-113。  new window
46.Park, S.、Oliver, J. S.、Johnson, T. S.、Graham, P.、Oppong, N. K.(2007)。Colleagues' roles in professional development of teachers: Results from a research study of National Board certification。Teaching and Teacher Education，23(4)，368-389。  new window
47.Robertson, A.(2007)。Development of shared vision: Lessons from a science education community collaborative。Journal of Research in Science Teaching，44(5)，681-705。  new window
48.Shen, J. P.、Zhen, J. Z.、Poppink, S.(2007)。Open lessons: A practice to develop a learning community for teachers。Educational Horizons，85(3)，181-191。  new window
49.Shkedi, A.(2006)。Curriculum and teachers: An encounter of languages and literature。Journal of Curriculum Studies，38(6)，719-735。  new window
50.Strahan, D.(2003)。Promoting a collaborative professional culture in three elementary schools that have beaten the odds。The elementary School Journal，104(2)，127-146。  new window
51.Sturko, P. A.、Gregson, J. A.(2009)。Learning and collaboration in professional development for career and technical education teachers: A qualitative multi-case study。Journal of Industrial Teacher Education，45(3)，34-60。  new window
52.Supovitz, J. A.(2002)。Developing communities of instructional practice。Teachers College Record，104(8)，1591-1626。  new window
53.Tam, C. F.(2010)。Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school。School Leadership & Management，30(4)，367-386。  new window
54.Turner, C.(2006)。Subject leaders in secondary schools and informal learning: Towards a conceptual framework。School Leaders and Management，26(5)，419-435。  new window
會議論文
1.霍秉坤、葉慧虹(2010)。香港課程發展機制評議。臺北。47-66。  延伸查詢new window
研究報告
1.蔡文山(2007)。學校本位課程發展歷程之個案研究--從國小教師的觀點來探討。  延伸查詢new window
2.Bolam, R.、McMahon, A.、Stoll, L.、Thomas, S.、Wallace, M.(2005)。Creating and sustaining professional learning communities。Department for Education and Skills。  new window
學位論文
1.陳如意(2009)。臺北縣國民小學教師學習社群之研究(碩士論文)。國立臺北教育大學，臺北。  延伸查詢new window
2.張淑宜(2010)。台中縣市國民小學學習社群與教師專業表現關係之研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
3.周宏欣(2009)。台中市國民小學教師學習社群發展之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
4.江彥廷(2007)。Etienne Wenger的實踐社群理論及其對教師專業社群之啟示(碩士論文)。國立臺北教育大學，臺北。  延伸查詢new window
5.沈靜濤(2009)。教師專業發展評鑑與專業學習社群之個案研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.周健(2010)。探究高中中國語文科教師的教學內容知識--以教師處理教材為例。香港中文大學教育學院，香港。  延伸查詢new window
7.陳建君(2005)。教師對發展校本課程影響因素之調查研究--以新竹市國民中學為例。國立臺灣師範大學。  延伸查詢new window
8.Mangrum, J. R.(2004)。The evolution of a professional learning community: The role of dialogue initiated through faculty Paideia seminars。University of North Carolina，Greensboro。  new window
圖書
1.Morris, P.(1992)。Identifying the strategies of curriculum development within a highly centralized education system。Curriculum development in Hong Kong。Hong Kong：Faculty of Education, University of Hong Kong。  new window
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9.張嘉育(1999)。學校本位課程發展。臺北市：師大書苑。  延伸查詢new window
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其他
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