教師專業學習社群「再聚焦、續深化」的精進作為

“Re-focusing and Re-strengthening” PLC: An Example of The 3-stage Empowerment Conference for Community and Field Leaders in Tainan City

教育部為推展十二年國民基本教育，近年來規劃並推動精進教學計畫，以符合教師專業成長需求、提升課堂教學品質、促進學生學習成效。其中，鼓勵學校成立教師專業學習社群，希冀落實課堂實踐之目標。但是幾年下來，教師社群的推動成效卻一直缺乏檢視、評估和追蹤，導致有的教師社群只有考量到教師興趣，卻忽略學生學習需求和教師專業成長做為焦點。因此，未來推動教師社群勢必需要轉型。本研究首先闡明教師社群內涵與運作策略，其次說明教師（含校長）社群運作的問題或困境，第三敘述教師（含校長）社群轉型與提升的策略規劃與實施，舉例說明臺南市教師社群暨領域召集人三階增能研習的規劃與推動，最後針對教師（含校長）社群的發展趨勢與精進作為提出結論和建議。

To implement 12-year Basic Education, MOE has planned and promoted “Enhancement Teaching Programs” in recent years, with the aim to meet teachers' needs for professional growth, enhance instructional quality, and promote students' learning effectiveness. Schools in particular, are encouraged to form Professional Learning Community (PLC) to realize the goal of classroom practice. However, the previous years have witnessed the lack of examination, evaluation, and follow-up concerning the promotion effectiveness of PLCs, leading existing teachers' communities to cover only teachers' interests and yet ignore students' learning needs and teachers' professional growth. Therefore, a transformation is a must in promoting future PLC. The current study first elaborated on the content and strategies of PLC, followed by the problems or challenges that teachers (including the principal) have faced while running PLC. The third section detailed the strategy planning and practice of PLC transformation and enhancement of teachers (including the principal), and illustrated the planning and promotion of the 3-stage empowerment conference for community and field leaders in Tainan City. The last section covered the reviews and suggestions of the development trends in and enhancement actions of teachers' communities (including the principal).