知行合一：推動專業學習社群提升師資生USR實踐與反思

Put Knowledge into Action: Promoting Preservice Teachers' University Social Responsibility (USR) Practice and Reflection Capacities through Professional Learning Communities

本研究旨在探討參與USR計畫之師資生在偏鄉教育場域中的專業成長歷程。研究目的為透過師資生專業學習社群之運作，探討其在專業知能、探索與深入思考實踐能力、以及對偏鄉的關懷等四個面向的變化。本研究採質性研究法，蒐集19名師資生省思札記及質性問卷進行文本分析，以探究其在USR計畫中及參與專業學習社群的經驗與成長。研究結果顯示，師資生覺察自己在課程發展、教學規劃等專業知能上有明顯的進步。在探索能力上，因為對場域的深入了解，提出問題與可能解決的方案。在實踐能力方面，師資生透過不斷省思與對話，促進實踐知識的發展。同時，因為與鄉村場域的接觸，師資生展現對偏鄉教育的關懷，以及對弱勢學生提供更多支持的意願。本研究建議在師資培育階段應提供師資生更多實際投入鄉村教育的機會，除強化其教育專業知能外，有利於提升其關懷與實踐能力。此外，本研究亦認為在師資生社群成立初期應給予鷹架支持，有利於提升信任感與營造正向氛圍，進而提升師資生溝通、表達與組織、及反思能力，進一步強化其專業成長。

This study aims to investigate the professional development of pre-service teachers participating in the University Social Responsibility (USR) project in rural education settings. The study explores changes in pre-service teachers’ professional, inquiring, practical, and caring capabilities, through the practice of professional learning communities (PLCs). The study adopts qualitative research methods, gathering 19 reflective journals and qualitative surveys from the pre-service teachers. The results indicate significant progress in their professional competence, particularly in curriculum development and lesson planning. In terms of inquiry and practical competence, those pre-service teachers demonstrate the ability to ask questions and propose solutions, and engaging in on-going reflection and dialogues. Additionally, interaction with rural settings reveals a deep caring competence for rural education and a commitment to assisting disadvantaged students. Recommendations include providing more opportunities for pre-service teachers to engage in rural education during their training and establishing professional learning communities to enhance their educational competence and foster their caring and practical skills. Additionally, the study suggests providing scaffolding support during the initial formation of pre-service teachers’ professional learning communities. It helps facilitate the development of trust and a positive atmosphere to enhance their communication, expression, organizational, and reflection skills, leading to further professional development.