以生態研究模型觀察EFL教師學習社群的專業發展：概念分析

Understanding EFL Teacher Professional Development in Professional Learning Communities from an Ecological Perspective: A Conceptual Analysis

先前的專業學習社群研究都聚焦於數學、科學或混合於不同科目之中，忽略了專業學習社群在不同學科中可能會產生不同的影響。有鑒於在專業學習社群的研究之中，EFL教師的專業發展研究相對應的匱乏。因此，有必要深入了解專業學習社群中對EFL教師的專業發展。此外，傳統的教師專業發展研究中，所採用的線性路徑模型過於傾向簡化教師專業發展的複雜性，並且忽略了不同生態環境的相互影響。有鑒於以上的問題，本概念論文經由回顧近代教師專業發展文獻，並批判現有教師專業發展的模型，提出一個融合Bronfenbrenner（1979, 2005）Ehrenfeld (2022 )和Carpenter et al. ( 2022）的生態模型，進而探討EFL教師在專業學習社群中的專業發展情況。此模型豐富了現有的框架,超越線性專業發展路徑的模型，探究專業學習社群中的專業發展如何受到微觀、中觀、外觀、宏觀和時間因素的交互影響。透過深入研究多層次互動，此模型在專業學習社群中，對EFL教師複雜變化過程提供了更全面的闡釋。它不僅有助於實證研究各層次因素對EFL教師在專業學習社群中專業發展的影響，同時也提供了如何透過專業學習社群優化教師專業發展的實用見解。

Previous professional learning community (PLC) research often focuses on the effects of math, science, or mixed-subject PLCs, overlooking the potentially differing impacts of PLC development across subject-related communities. Given the paucity of research on EFL teachers' PD in PLCs, there is a need to gain a better understanding of how the subject-specific nature of PLCs affect EFL teachers’professional growth. In addition, traditional linear models of teacher professional development (TPD) tend to oversimplify the complexity and the interconnected influences of various ecological contexts in TPD. In light of these issues, this conceptual paper proposes an ecological model, drawing from Bronfenbrenner (1979, 2005), Ehrenfeld (2022), and Carpenter et al. (2022), to explore EFL teachers' PD in PLCs by scrutinizing recent TPD literature and critiquing existing models. This proposed model has enriched the existing frameworks by transcending linear approaches, examining how TPD within PLCs is shaped by the interplay of factors and interconnected influences at the micro-, meso-, exo-, macro-, and chrono-levels. This model contributes to a more comprehensive perspective on TPD within PLCs by delving into multilevel interactions for a nuanced understanding of the complex change process of EFL teachers within PLCs. This study not only facilitates empirical research on how factors at various levels influence EFL teachers’PD in PLCs, but also provides practical insights for optimizing TPD through PLCs.