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題名：探析專業學習社群的展化學習經驗與課程創新行動--活動理論取徑
書刊名：教育研究集刊
作者：陳佩英 引用關係／曾正宜 引用關係
作者(外文)：Chen, Pei-ying／Tzeng, Jeng-yi
出版日期：2011
卷期：57:2
頁次：頁39-84
主題關鍵詞：活動理論；展化學習；專業學習社群；探究教學；Activity theory；Expansive learning；Professional learning community；Inquiry-based learning
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(16) 博士論文(8) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:16
  • 共同引用共同引用:1362
  • 點閱點閱:59
政策目標導入可衍生新的需求，促進教師成長和課程革新。本文應用活動理論和展化學習，揭示高瞻目標引發教師社群之專業成長、社群和課程與教學創新行動之間的辯證關係。本文採個案研究法，主要透過訪談、焦點團體討論、文件分析等方式蒐集資料。研究發現，計畫活動系統因高瞻目標而形成，主體為學校研究團隊，工具則為集體活動之重要中介。工具包括會議、教案與關鍵性問題等，為團隊建立共識和完成任務的重要憑藉。工具的發展涉及活動系統中的衝突與矛盾，矛盾成為集體目標發展的動力，透過社群專業增能、研討、教案設計與修正和反思等，團隊的展化學習歷程得以開展。此外，由大學支援提供的鄰近發展區，搭起教師專業知能發展的鷹架，將挑戰、衝突等不一致的矛盾狀態，轉為社群學習的驅力機制。社群行動的協商與跨科合作，深化團隊展化學習的場域，使個體的專業成長和社群的任務達成相輔相成。
Policy-based initiatives can encourage professional development and curriculum innovation. By means of in-depth interviews， focus group interviews， and document analyses， this case study investigated the interplay among professional growth， construction of professional learning community， and innovative teaching in a high school team for “the high scope program.” On the basis of the activity theory and the expansive learning model， the findings showed that to accomplish the policy objectives of the program， a program activity system emerged， which precipitated the formation of the aforementioned interplay. The artifacts generated in this system included meetings， lesson plans， and critical questions. They helped solve contradictions among the entities of program activities. The team also built a platform for collegial discussion， question analyses， lesson plan design and revision， and reflection. The process demonstrated the expansive learning cycle of the team that integrated individual actions into collective activities. The outcomes of such a cycle included mastery of inquiry-based teaching methods and creation of curriculum modules for innovative teaching.The university scholars provided scaffolds of challenges and conflicts to facilitate the professional development of the team. Through negotiations and constructive actions in the professional learning community， the team engaged in boundary-crossing collaboration which constantly pushed the team’s epistemic horizon， and thus fostered individual as well as collective professional growth.
期刊論文
1.Yamagata-Lynch, L. C.、Haudenschild, M. T.(2009)。Using activity systems analysis to identify inner contradictions in teacher professional development。Teaching and Teacher Education，25(3)，507-517。  new window
2.Engeström, Y.、Sannino, A.(2010)。Studies of expansive learning: Foundations, findings and future challenges。Educational Research Review，5(1)，1-24。  new window
3.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
4.黃志賢、林福來(20080400)。利用活動理論分析臺灣泰雅族國中生的數學學習並設計教學活動。科學教育學刊，16(2)，147-169。new window  延伸查詢new window
5.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
6.FitzSimons, G. E.(2003)。Using Engestrom's expansive learning framework to analyze a case study in adult mathematics education。Literacy & Numeracy Studies，12(2)，47-63。  new window
7.Hill, R.、Capper, P.、Wilson, K.、Whatman, R.、Wong, K.(2007)。Workplace learning in the New Zealand apple industry network: A new co-design method for government "practice making"。Journal of Workplace Learning，19(6)，359-376。  new window
8.Fenwick, T. J.(2004)。Learning in portfolio work: Anchored innovation and mobile identity。Studies in Continuing Education，26(2)，229-245。  new window
9.Ahonen, H.、Virkkunen, J.(2003)。Shared challenge for learning: Dialogue between management and front-line workers in knowledge management。International Journal of Information Technology and Management，2(1/2)，59-84。  new window
10.Engestrom, Y.、Kerosuo, H.、Kajamaa, A.(2007)。Beyond discontinuity: Expansive orgamizational learning remembered。Management Learning，38(3)，319-336。  new window
11.Foot, K.(2001)。Cultural-historical activity theory as practical theory: Illuminating the development of a conflict monitoring network。Communication Theory，11(1)，56-83。  new window
12.Langemeyer, I.(2006)。Contradictions in expansive learning: Towards a critical analysis of self-dependent forms of learning in relation to contemporary socio-technological change。Forum Qualitative Sozialforschung，7(1)。  new window
13.Kazlauskas, A.、Crawford, K.(2007)。Learning what is not yet there: Knowledge mobilization in a communal activity。Learning and socio-cultural theory: Exploring modern Vygotskian perspectives international workshop，1(1)。  new window
14.Makino, Y.(2007)。The third generation of e-learning: Expansive learning mediated by a weblog。International Journal of Web Based Communities，3(1)，16-31。  new window
15.Pereira-Querol, M.、Seppanen, L.(2009)。Learning as changes in activity systems: The emergence of on-farm biogas production for carbon credits。Outlook on Agriculture，38(2)，147-155。  new window
16.Sfard, A.(1998)。On two metaphors of learning and the dangers of choosing just one。Educational Researcher，27(2)，4-13。  new window
17.Toiviainen, H.(2007)。Inter-organizational learning across levels: An object-oriented approach。Journal of Workplace Learning，19(6)，343-358。  new window
18.Virkkunen, J.、Ahonen, H.(2004)。Transforming learning and knowledge creation on the shop floor。International Journal of Human Resources Development and Management，4(1)，57-72。  new window
19.Yamagata-Lynch, L. C.、Smaldino, S.(2007)。Using activity theory to evaluate and improve K-12 school and university partnerships。Evaluation and Program Planning，30，364-380。  new window
學位論文
1.林志宜(2009)。建構小五學生Google地球地圖學習情境：以活動理論為架構之研究(碩士論文)。淡江大學，臺北市。  延伸查詢new window
2.張淑玲(2005)。合作成長小組促進國小教師數學教學知能與反思能力成長之探討(博士論文)。國立臺灣師範大學，台北。  延伸查詢new window
3.陳宏維(2010)。以活動理論探討兩位臺灣大學英文寫作老師教學信念及實施。國立交通大學，新竹市。  延伸查詢new window
4.劉宜汶(2010)。部落格為中介行為之教師發展。國立交通大學，新竹市。  延伸查詢new window
5.林怡君(2010)。從活動理論觀點研究臺灣中學跨國協作交流計畫。國立臺灣科技大學，臺北市。  延伸查詢new window
6.林郁婷(2010)。以活動理論檢視三位中學英語教師對於資訊融入教學的理念與實踐。國立交通大學，臺北市。  延伸查詢new window
7.唐昇志(2002)。以活動理論為架構分析網路主題式學習活動。國立花蓮師範學院，花蓮市。  延伸查詢new window
圖書
1.Creswell, J. W.(2005)。Educational research: Planning, conducting, and evaluating quantitative and qualitative research。Upper Saddle River, NJ：Merrill Prentice Hall。  new window
2.Johnson, Susan Moore(1990)。Teachers at work: Achieving success in our schools。New York：Basic Books。  new window
3.Ford, D.(1991)。The school principal and Chicago school reform: Principal's early perceptions of reform initiatives。Chicago：Chicago Panel on Public school Policy and Finance。  new window
4.Steinbach, Rosanne、Leithwood, Kenneth、Jantzi, Doris(2000)。Changing Leadership for Changing Times。Philadelphia, PA：Open University Press。  new window
5.Giddens, A.(2000)。Runaway world: How globalization is reshaping our lives。London：New York：Profile。  new window
6.Neuman, W. L.(1997)。Social Research Methods: Qualitative and Quantitative Approches。Boston, MA：Allyn & Bacon。  new window
7.Sergiovanni, Thomas J.(2000)。The lifeworld of leadership: Creating culture, community, and personal meaning in our schools。San Francisco, California：Jossey-Bass Publishers。  new window
8.潘淑滿(2003)。質性研究：理論與應用。臺北市：心理出版社股份有限公司。  延伸查詢new window
9.Giddens, Anthony(1990)。The Consequences of Modernity。Stanford, CA：Stanford University Press。  new window
10.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
11.鄭燕祥(2004)。教育領導與改革：新範式。高等教育文化。  延伸查詢new window
12.鄭燕祥(20060000)。教育範式轉變：效能保證。臺北市：高等教育。new window  延伸查詢new window
13.陳向明(20020000)。社會科學質的研究。臺北：五南。new window  延伸查詢new window
14.Fullan, Michael(2007)。The new meaning of educational change。Teachers College Press。  new window
15.Engeström, Yrjo(1987)。Learning by Expanding: An Activity-Theoretical Approach to Developmental Research。Orienta-KonsultitOy。  new window
16.Yin, Robert K.(1994)。Case study research: Design and methods。Sage Publications。  new window
17.Llewellyn, D.(2002)。Inquire within: implementing inquiry-based science standards。Thousand Oaks, CA。  new window
18.Albrow, M.(1990)。Globalization, knowledge and society。London。  new window
19.Engestrom, Y.(2008)。From teams to knots: Activity-theoretical studies of collaboration and learning at work。Cambridge, UK：Cambridge University Press。  new window
20.Llewellyn, D.(2005)。Teaching high school science through inquiry: A case study approach。Thousand Oaks, CA。  new window
21.Sannino, A.、Daniels, H.、Gutierrez, K. D.(2009)。Learning and expanding with activity theory。New York。  new window
22.Hargreaves, A.(1994)。Changing teachers, changer times: Teachers' work and culture in the postmodern age。London。  new window
23.Harris, A.、Bennett, N.(2004)。School effectiveness and school improvement。New York。  new window
24.Engestrom, Y.(1998)。Reorganizing the motivational sphere of classroom culture: An activity-theoretical analysis of planning in a teacher team。The culture of the mathematics classroom。Cambridge, UK。  new window
25.Murphy, J.(1994)。Transformational change and the evolving role of the principal: Early empirical evidence。Reshaping the principalship: Insights from transformational reform efforts。Thousand Oaks, CA。  new window
26.Miettinen, R.(1999)。Transcending traditional school learning: Teachers' work and networks of learning。Perspectives on activity theory。Cambridge, UK。  new window
27.Sannino, A.(2005)。Cultural-historical and discursive tools for analyzing critical conflicts in students' development。New learning challenges: Going beyond the industrial age system of school and work。Osaka, Japan。  new window
28.Engestrom, Y.(1999)。Innovative learning in work teams: Analyzing cycles of knowledge creation in practice。Perspectives on activity theory。Cambridge, UK。  new window
圖書論文
1.Kruse, S. D.、Louis, K. S.、Bryk, A. S.(1995)。An emerging framework for analyzing school-based professional community。Professionalism and community: Perspectives on reforming urban schools。Corwin。  new window
 
 
 
 
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