大學教師參與問題導向學習之專業發展社群個案研究

A Case Study of University Teachers’ Participation in Faculty Professional Learning Community of Problem-Based Learning

本研究旨在探討大學教師參與專業發展社群的實施與成效，透過教師專業學習社群之教學觀摩和討論，探討問題導向學習教師專業社群之運作歷程，以及對參與社群教師的影響。研究以立意取樣方式邀請研究者服務系所之教師參與，共有12 位教師參與社群，並進行了6 次的社群討論。研究發現大學教師專業發展社群運作歷程可分為，組成社群與凝聚共識、聚焦前的教學觀摩與討論、和聚焦後的教學觀摩與回饋等三個階段。此外，研究結果顯示，大學教師參與專業發展社群對社群成員的影響包括：增進社群成員對問題導向學習策略實施方式的瞭解、促進社群成員使用問題導向學習策略的意願，以及促進社群教師在教學和問題導向學習策略運用上的反思。

The purpose of this study was to explore how professional learning community on problem-based learning (PBL) was processed by teachers, department and faculty structures, and how these structures affected teacher perception of the PBL implementation process in their classrooms. Purposive sampling was chosen as the preferred method. About 12 teachers from the department and faculty engaged as learners in the PBL faculty professional learning community, and the community held discussions six times. The findings illustrate that the operation of faculty professional learning community includes the composition of communities and the community consensus, non-focused teaching demonstration and discussion, and focused classroom observation and feedback. At the same time, the effects of faculty professional learning community include: (1) enhancement of the understanding of the community members on PBL, (2) encouragement of community members’ use of PBL, (3) strengthening of community members’ reflection into their teaching and using PBL process.