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題名：植基真實情境的共學效應：學習共同體促動之教師改變
書刊名：課程與教學
作者：潘慧玲 引用關係／鄭淑惠
作者(外文)：Pan, Wendy Hui-ling／Cheng, Shu-huei
出版日期：2018
卷期：21:4
頁次：頁121-149
主題關鍵詞：共學；學習共同體；學習領導；教師改變；Co-learning；Learning community；Leadership for learning；Teacher change
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(6) 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:4
  • 共同引用共同引用:175
  • 點閱點閱:16
學習共同體融入西方學習社群概念，除強調教師同僚性構築，亦擴展至課堂層級。為了解植基於課堂真實情境的學習共同體，是否在促進教師專業學習、課堂教學及效能感上扮演關鍵角色，本研究以參與教育部「學習領導下的學習共同體計畫」之試辦中小學為對象，進行問卷調查。結果顯示教師在專業學習、課堂教學與效能感的表現，皆達中高標；教師對課堂教學的信念較之對自己專業學習的信念，更為積極；且因應學習共同體的特性，教師以學習者為中心的行為與信念同步發展。再者，學習共同體參與經驗中的實作，其影響力甚於研討，它與教師專業學習、課堂教學對於教師效能感均有顯著的解釋力。本研究所得提供了學校在地變革取徑帶動教師改變的實徵支持，對於未來方案介入的實施有諸多的啟示。
Integrating the western concept of learning community, Sato expanded his proposal of learning community (xue xi gong tong ti) by covering the levels of teacher and classroom. To investigate the effects of a learning community possibly aroused in authentic contexts, this study conducted a survey among the elementary and secondary schools participating in the pilot program of ＂Learning Community under Leadership for Learning＂ in Taiwan. The findings revealed that the performances of teachers' professional learning, classroom teaching, and self-efficacy ranged between moderately high and high. Teachers' belief toward self-learning was less positive than that of the class teaching. Also, the belief and action in developing teachers' professionals went along with the nature of learning community. In addition, teachers' reading and participating in workshops did not indicate any influence on efficacy. Instead, practices of learning community mattered. Beliefs and behaviors of teachers' professional learning and classroom teaching exerted significant effects on teachers' efficacy, too. These findings on how learning community kindled teachers' changes could be referred to if any similar programs get implemented in the future.
期刊論文
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7.張淑宜、辛俊德(20110600)。學習社群與教師專業表現關係之研究。臺中教育大學學報. 教育類，25(1)，83-103。new window  延伸查詢new window
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10.游秀靜、唐淑華(20150300)。因「被看見」而「能看見」：「學習共同體公開授課」對促進教師專業成長之個案研究。中等教育，66(1)，16-39。new window  延伸查詢new window
11.卯靜儒(20150300)。解開學習共同體實踐歷程中教師專業發展的密碼。中等教育，66(1)，6-15。new window  延伸查詢new window
12.潘慧玲、陳玟樺(20150300)。教師開展學習共同體的反思性實踐。中等教育，66(1)，40-57。new window  延伸查詢new window
13.張青松(20130900)。學習共同體在國文教學之實踐成效與建議--以101學年度中正高中一年級國文科為例。中等教育，64(3)，117-127。new window  延伸查詢new window
14.孫志麟(20030400)。教師自我效能的概念與測量。教育心理學報，34(2)，139-156。new window  延伸查詢new window
15.翁敏慧、黃純真、賴逸超(20130100)。學習共同體試辦之體驗。臺灣教育評論月刊，2(1)，91-92。  延伸查詢new window
16.張堯卿(20130300)。一位高中教師對「學習共同體」的省思。臺灣教育評論月刊，2(3)，63-64。  延伸查詢new window
17.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
18.Garet, Michael S.、Yoon, Kwang Suk、Birman, Beatrice F.、Porter, Andrew C.、Desimone, Laura(2001)。What Makes Professional Development Effective? Results from a National Sample of Teachers。American Educational Research Journal，38(4)，915-945。  new window
19.Putnam, R. T.、Borko, H.(2000)。What do new views of knowledge and thinking have to say about research on teacher learning?。Educational Researcher，29(1)，4-15。  new window
20.Guskey, T. R.、Passaro, P. D.(1994)。Teacher Efficacy: A Study of Construct Dimensions。American Educational Research Journal，31(3)，627-643。  new window
21.林政逸、吳珮瑩(20160800)。學習共同體前導學校實施情形、困境與因應策略之研究。師資培育與教師專業發展期刊，9(2)，59-88。new window  延伸查詢new window
22.連倖誼、張雅筑(20170400)。教師專業學習社群信念與教學效能之研究。師資培育與教師專業發展期刊，10(1)，75-103。new window  延伸查詢new window
23.潘慧玲(20170700)。從學校變革觀點探析學習領導。學校行政，110，1-23。  延伸查詢new window
24.Dunne, F.、Nave, B.、Lewis, A.(2000)。Critical friends groups: Teachers helping teachers to improve student learning。Phi Delta Kappan，28，9-12。  new window
25.Fullan, M.(2007)。Change the terms for teacher learning。Journal of Staff Development，28(3)，35-36。  new window
26.Lee, J. C. K.、Zhang, Z.、Yin, H.(2011)。A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students。Teaching and Teacher Education，27(5)，820-830。  new window
27.Louis, K. S.、Marks, H. M.(1998)。Does professional learning community affect the classroom? Teachers' work and student experiences in restructuring schools。American Journal of Education，106(4)，532-575。  new window
28.Smylie, M. A.(1988)。The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change。American Educational Research Journal，25(1)，1-30。  new window
29.Soodak, L. C.、Podell, D. M.(1996)。Teacher Efficacy: Toward the Understanding of a Multi-Faceted Construct。Teaching and Teacher Education，12(4)，401-411。  new window
30.Guskey, Thomas R.(2002)。Professional Development and Teacher Change。Teachers and Teaching: Theory and Practice，8(3)，381-391。  new window
31.Lewis, C.、Perry, R. R.、Murata, A.(2006)。How should research contribute to instructional improvement? The case of lesson study。Educational Researcher，35(3)，3-14。  new window
32.丁一顧(20110900)。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報. 教育類，37，1-25。new window  延伸查詢new window
33.Darling-Hammond, Linda、Richardson, Nikole(2009)。Teacher learning: What matters?。Educational Leadership，66(5)，46-53。  new window
34.Hairon, S.、Dimmock, C.(2012)。Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system。Educational Review，64(4)，405-424。  new window
35.Hallinger, Philip(2011)。Leadership for learning: Lessons from 40 years of empirical research。Journal of Educational Administration，49(2)，125-142。  new window
會議論文
1.Seashore, K. R.、Anderson, A. R.、Riedel, E.(2003)。Implementing arts for academic achievement: The impact of mental models, professional community and interdisciplinary teaming。The Seventeenth Conference of the International Congress for School Effectiveness and Improvement。Rotterdam。  new window
研究報告
1.Bolam, R.、McMahon, A.、Stoll, L.、Thomas, S.、Wallace, M.、Greenwood, A.(2005)。Creating and sustaining effective professional learning communities。DfES。  new window
圖書
1.Eaker, R.、DuFour, R.(2002)。Getting started: Reculturing schools to become professional learning communities。Bloomington, Indiana：National Educational Service。  new window
2.佐藤學、鍾啟泉(2004)。學習的快樂：走向對話。教育科學出版社。  延伸查詢new window
3.Lambert, L.(1998)。Building leadership capacity in schools。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
4.Lewin, K.(1935)。A Dynamic theory of personality。New York, NY：McGraw-Hill。  new window
5.Lingard, B.、Hayes, D.、Mills, M.、Christie, P.(2003)。Leading Learning: Making Hope Practical in Schools。Open University Press。  new window
6.Schön, D.(1982)。The reflective practitioner。New York, NY：Basic Books, Inc.。  new window
7.佐藤學、鍾啟泉、陳靜靜(2012)。教師的挑戰：寧靜的課堂革命。華東師範大學出版社。  延伸查詢new window
8.Dewey, John(1927)。The Public and Its Problems。Swallow Press。  new window
9.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。New York, NY：Nichols Publishing Company。  new window
10.Jackson, Philip W.(1968)。Life in Classrooms。New York, NY：Holt, Rinehart & Winston。  new window
11.Harris, A.、Muijs, D.(2005)。Improving schools through teacher leadership。Open University Press。  new window
12.Sergiovanni, T. J.(2001)。The principalship: A reflective practice perspective。Allyn and Bacon。  new window
13.Lortie, D. C.(1975)。Schoolteacher: A sociological study。Chicago, Illinois：University of Chicago Press。  new window
14.潘慧玲、李麗君、黃淑馨、余霖、薛雅慈(2014)。學習領導下的學習共同體。新北市：學習領導與學習共同體計畫辦公室。  延伸查詢new window
15.潘慧玲、李麗君、黃淑馨、余霖、薛雅慈(2016)。學習領導下的學習共同體。新北市：學習領導與學習共同體計畫辦公室。  延伸查詢new window
16.潘慧玲、黃淑馨、李麗君、余霖、劉秀嫚、薛雅慈(2015)。學習領導下的學習共同體進階手冊。新北市：學習領導與學習共同體計畫辦公室。  延伸查詢new window
17.Wenger, Etienne、McDermott, Richard A.、Snyder, William M.(2002)。Cultivating Communities of Practice: A Guide to Managing Knowledge。Harvard Business School Press。  new window
18.佐藤學、鍾啟泉(2010)。學校的挑戰：創建學習共同體。華東師範大學出版社。  延伸查詢new window
19.MacBeath, John E. C.、Dempster, Neil(2009)。Connecting leadership and learning: Principles for practice。Routledge。  new window
20.Louis, K. S.、Kruse, S. D.(1995)。Professionalism and community: Perspectives on reforming Urban schools。Corwin Press。  new window
21.佐藤学、黃郁倫、鐘啟泉(2012)。學習的革命：從教室出發的改變。臺北：天下。  延伸查詢new window
22.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner, Vera、Scribner, Sylvia、Souberman, Ellen、Luria, A. R.、Lopez-Morillas, M.、Wertsch, James V.(1978)。Mind in society: The development of higher psychological processes。Cambridge, MA：Harvard University Press。  new window
單篇論文
1.Cowley, K. S.，Meehan, M. L.(2001)。Assessing teacher efficacy and professional learning community in 19 elementary and high schools(ED 458274)。  new window
圖書論文
1.Andrews, D.、Lewis, M.(2007)。Transforming practice from within: The power of the professional learning community。Professional learning communities: Divergence, depth and dilemmas。Open University Press。  new window
2.Wenger, E.(2010)。Communities of Practice and Social Learning Systems: the Career of a Concept。Social Learning Systems and Communities of Practice。London：Springer。  new window
3.Leinhardt, G.(1988)。Situated knowledge and expertise in teaching。Teachers' professional learning。London：Falmer Press。  new window
4.Little, J. W.(1987)。Teachers as colleagues。Educators' handbook: A Research perspective。Longman。  new window
5.鄭淑惠(2015)。以教師領導促動學習共同體之研究。教育的想像：演化與創新。臺北市：學富文化事業有限公司。  延伸查詢new window
 
 
 
 
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