偏鄉國小教師專業學習社群實施之研究

Implementation of Professional Learning Communities of Elementary School Teachers in Remote Areas

本研究旨在探究偏鄉國小教師參與專業學習社群的動機、運作的目標與方式，以及參與專業學習社群成效、遭遇困境與因應策略，研究採半結構訪談法以蒐集資料。研究結果如下：（1）參與動機部份，包括教師自主參與、時間可以配合、對社群主題有興趣、配合學校計畫、提升專業對話交流的機會、增進教師自我專業與提升班級經營的能力。（2）社群的運作目標，主要在協助教師精進教學策略，提升教師的專業，協助學生學習。（3）社群的主要運作方式包括演講分享、教師討論、實作操練、演示、備課、觀課、議課。（4）參與社群的成效主要在增加教師專業成長機會，提升專業知能、教師專業對話的機會增加。（5）參與社群遭遇的主要困境包括主題無法符合每個教師的興趣、講座分享需符合教師需求，以及如何讓教師在非執行計畫情況下，自願參與社群。主要的因應策略包括社群主題常變化，維持教師參與的興趣、注重講座的實用性、擴大社群交流，以及藉由教師提升自我專業與學生學習成效的轉變，帶動其他教師主動參與社群。

"This study explored remote area elementary school teachers’ motivation for participating in professional learning communities, the goals and methods of community operation, effectiveness of participation in professional learning communities, and difficulties and coping strategies. This study used the semi-structured interview method to collect data. The following results were obtained: (a) Participation motivations included teachers’ voluntary participation, allocable time, interest in the community themes, cooperation with school programs, opportunity to improve professional dialogue and exchange, improvement of teachers’ professionality, and improvement of class management abilities. (b) The operating goals of communities were mainly assisting teachers to improve pedagogy, improving teachers’ professionality, and helping student learn. (c) The main operation methods of communities included experience sharing via speeches, teacher discussion, hands-on practice, demonstration, lesson preparation, classroom observation, and classroom briefing. (d) The effectiveness of participation in the communities mainly included increasing teachers’ professional growth opportunities, improve professional knowledge and skills, and increasing the opportunities of teachers’ professional dialogue. (e) The primary difficulties encountered during community participation included themes that fail to conform to the interest of each teacher, necessity for the speeches to meet teachers’ needs, and methods to motivate teachers outside research programs to voluntarily participate in the communities. The primary coping strategies includes (1) to keep promotion different topics for the PLC; (2) to maintain teachers’ interest and passionate in participation PLC; (3) to afford professional and practicable speech topics; (4) to expand the exchange opportunity for PLC, and finally, to encourage other teachers to actively participate in communities through teachers’ self-advancement in professionality and changes in students’ learning effectiveness."