從專業學習社群探討大學教師的學習

To Enhance Teachers’ Learning by Professional Learning Communities in Higher Education

近年來教育部逐漸重視大學教育的教學品質，相對的，大學教師的學習成為關注的焦點。本文關注專業學習社群對大學教師的學習，以中部某所大學推動十年的博雅書院專業學習社群為個案，探討大學教師透過專業學習社群之學習。本文以共學、共作、及共享三個主題，討論分析參與博雅書院專業學習之教師透過導師沙龍、共同備課、行政會議的跨領域社群共學，並將學習運用於共同開課、辦理活動的實踐，爾後教師建立共享之博雅教育價值與高等教育的目的，並重新省思大學教師之角色。從個案分析結果，本文歸納出大學專業社群應考量兼顧社群成員的多元性，提供大學教師跨領域對話，並能扮演時而領導者，時而分享者，時而學習者的多元角色。如此一來，專業學習社群有可能在高等教育開展，提供大學教師一起學習，一起成長，而提升高等教育的教學品質。

"In recent years, there is the demand for quality teaching in Taiwan higher education. Therefore, university teachers’ learning has become a trend. This paper looks at a specific case to discuss how professional learning communities can enhance teachers’ learning in higher education. The data were collected by interviewing four teachers who have participated in the Po-Ya professional learning community over 7 years. The study shows the teachers of different disciplines have learned from various activities in which they played different roles. Finally, through the community, teachers reflect on the goal of the university, the values of liberal arts education, and the role of teachers. The paper discusses the possible strategies and suggestions for creating professional learning communities to enhance teachers’ learning in higher education."