大學與學校專業夥伴合作之個案研究──以專業學習社群為焦點

A Case Study on the Professional Partnership between University and School: Focusing on the Professional Learning Community

本研究旨在探討大學與學校專業夥伴合作的發展歷程與運作情形，並聚焦於專業學習社群的觀點，瞭解學校團隊如何進行課程發展、教學設計、行動研究及促進教師專業發展。研究場域選擇北部一所國中為個案學校，該校連續三年半執行九年一貫課程與教學深耕計畫而組成參與團隊，一直以來和大學教授保持良好互動，目前正逐漸轉型且持續運作（本研究稱為轉型團隊）。研究目的在於瞭解學校參與專業夥伴攜手計畫之團隊發展及轉型概況，以及大學教授與學校轉型團隊的互動方式、合作成果與專業學習社群的關係。研究方法採個案研究取徑，資料蒐集方式包括現場觀察、深度訪談、焦點團體訪談、文件分析及研究者省思札記等。研究發現：（一）學校參與專業夥伴攜手計畫之團隊由綜合活動領域教師組成，經常共同討論合科教學及分享心得，並積極尋求轉型，以提升教師專業能力；（二）大學教授與轉型團隊的互動奠基於信任與互惠關係，並促使理論與教學實務產生連結；（三）大學教授與轉型團隊合作設計教學，促使教學內涵更加豐富多元；（四）轉型團隊教師組成學習型組織，一面進行專業成長，也聚焦於學生學習。最後，針對個案學校及後續研究提出建議。 The current study is to explore the cooperative process of implementation of professional partnerships between university professors and schools, focusing on the “professional learning community”. The purpose of the study consists of four dimensions, including school team development and transformation conditions for school participation in professional partnership programs, interaction methods and progress for university professors and school teams undergoing transformation, and the relationship of cooperation and professional learning community. Main data-ollection instruments used in this study were classroom observation, in-depth interviews, focus team interview, document and expanded notes analysis. These findings form the basis of further suggestions for all parties involved: the school, participating team and the administrative authorities. 1. School professional partnership is composed of the teachers of comprehensive activities course. They frequently discuss how to implement integrative instruction and share teaching reflections. Moreover, the teachers of comprehensive activities course seek for instructive transformation and promote professional proficiency. 2. The interaction of the university professor and school teams undergoing transformation is based on the trust, which elicits the combination of theories and teaching practices. 3. The University professor and school teams undergoing transformation design the courses cooperatively which should lead to enrichment of the contents of instruction. 4. The teachers of school teams undergoing transformation form learning community which not only promote professional development for teachers but also focuses on students’ learning.