教師行動學習團體互動機制之研究

The Mechanism of Interaction in Action Learning Group

為了適應快速變遷的社會，學校推動教師專業發展已成必然趨勢。有關推動的方式，相較於傳統的教師研習，行動學習更能聚焦於教學實務的需要，教師持續參與行動學習團體，與其他成員對話、反思，探討實務問題及對策，進行有系統的學習。然而，實施教師行動學習團體的挑戰是需要有效的掌握團體過程，否則難以發揮學習的功效（徐綺穗，2012；Butterfield，2001）。因此本研究採用文獻分析法，針對教師行動學習團體成員反思、回饋及同理心的互動機制，建構其理論觀點、運作流程及實施要領，使團體的過程有更具體的原則可以依循。本研究的結果如下：一、教師行動學習團體主動機制的理論觀點，包括行動學習、團體動力及學習者中心論等三大項。二、教師行動學習團體主動機制的運作流程由九個要素構成：1.教師行動2.教學問題3.行動後的反思4.發表、同理與回饋的互動5.反思的敘述與問題探究6.再反思7.對策與知識的形成8.開始、工作及結束團體階段9.教師專業發展。其中行動與反思的要素具有雙向的互動關係；團體的對話帶動發表、回饋及同理的互動關係。三、教師行動學習團體互動機制的實施要領有：1.使教師成員認識多層次反思的意義及進行方式2.以團體教師成員的回饋、同理對話激發深層反思3.催化者、發表者及成員三種角色在不同團體階段，確實扮演好其角色行為及語言。

The purpose of the research is to construction the mechanism of interaction in action learning group, including the theoretical concepts, the flow procedure of reflection, feedback, and empathy in the action learning group meeting, and the main points in practice. Qualitative research methodology had been employed in this research.The results are as follows:1) The theoretical concepts including action learning, group dynamic, and humanism.2) There are nine elements in the flow procedure of the mechanism of interaction in the action learning group. It displays that the interaction between actions and reflections, also between presentation, feedback, and empathy in the procedure.3) There are three main points in practice. First, making teachers understand the concepts and practice of action learning. Secondly, activating members' dialogue through feedback, empathy, leading to more deep reflections. Finally, the roles of presenter, facilitator and member in the action learning group need behave the role behaviors effectively.