數學教師專業學習社群領導者的信念和行動之個案研究

A Case Study of the Beliefs and Actions of Mathematics Teachers as Professional Learning Community Leaders

本研究針對有帶領不同類型社群經驗的教師，以訪談方式分析其教師領導能力的發展及其專業成長的方式。研究發現，教師專業學習社群領導者的信念和領導行為，深受其學習歷程的影響。學習歷程包括成就感的來源、個人的學習方式、大學老師教學的啟迪。在教師專業學習社群的三種發展階段，領導者有不同的領導行為：初始階段偏重交易領導；運作階段偏重轉型領導；制度階段偏重批判領導。楷模學習和跨域學習是有效的專業成長方式。

This study analyzed the development of teachers' leadership ability and the way of theirprofessional growth by interviewing mathematics teachers with experiences in leadingthree types of professional communities. The study found that the beliefs and leadershipstrategies of teachers in leading professional learning communities are deeply influencedby their learning process, which includes the source of the sense of achievement, the wayindividuals learn, and the enlightenment of university teachers' teaching. In the threestages of teacher professional learning communities, leaders have different leadershipstrategies, with the initial stage focusing on transaction leadership, the operational stagefocusing on transformational leadership, and the institutional stage focusing on criticalleadership strategies. Model learning and cross-domain learning are effective ways togrow professionally.