臺灣教師專業學習社群實徵研究之分析與展望

The Analysis and Prospect of Empirical Research of Teacher Professional Learning Community in Taiwan

教師專業學習社群乃是學校文化革新與教學改善的重要機制之一。本研究以教師專業學習社群為主題之期刊論文86篇、博士論文30篇、合計116篇實徵研究為分析對象，研究方法採文獻分析法，並以研究時間、研究對象、研究方法、研究主題、研究成果五個面向作為分析架構，針對此116篇教師專業學習社群實徵研究之研究發現進行分析，並進而提出教師專業學習社群未來實徵研究之展望：（1）賡續探究學生學習，落實社群目的之關注；（2）分析領導作為功能，發展運作支持之模式；（3）探析數位社群運作，引導多元型態之發展；（4）探討社群轉型發展，理解深化與改變歷程；（5）調查社群之永續性，瞭解規劃評估與成效；（6）擴展不同研究對象，整全理解社群之實施；（7）持續探究社群困境，分析真正衍生之因素；（8）混合適當研究方法，落實三角驗證之效益；（9）善用多變量之分析，驗證比較結果之異同；（10）進行長期縱貫研究，深入瞭解發展之成效。

Teacher professional learning community (TPLC) is one of the important systems for both school culture revolution and instruction improvement. The purpose of this paper was to analyze the research findings from 116 treatises of empirical research of TPLC including 86 journal articles and 30 dissertations. The literature review was given to 5 elements of the analysis structure including research time, research objects, research methods, research topics as well as research results. Based on an analysis of the findings, this paper suggests ten developing directions for TPLC research: (1)analyzing the impact of TPLC on student learning, (2)examining the influence and effect between leadership and TPLC, (3)studying the digital various types of TPLC, (4)exploring the transformation of TPLC, (5)probing the sustainability of TPLC, (6) broadening the research object, (7)inquiring the dilemma and differentiate the category of TPLC, (8)using the mixedmethods research, (9)applying the multivariate statistical analysis, (10)investigating the long-term longitudinal research for TPLC.