教師參與專業學習社群對專業成長發展趨勢的階層線性模型分析

A Hierarchical Linear Model Analysis of Teachers’Professional Growth Trends in Relation to Their Participation in Professional Learning Communities

本研究以Clarke與Hollingsworth於2002年發展的「專業成長互連模式」為基礎，主要探討教師在參加專業學習社群的兩年半期間，專業成長的發展趨勢。並且以專業認同為隨時間變動的共變項，探討對專業成長改變幅度的影響。同時比較教師性別、參加社群的類型、參加社群的程度、以往參加社群的時間、一般學校與實驗學校間，教師專業成長的發展趨勢是否有異同。本研究採用分層抽樣進行五次的問卷調查，歷時兩年半時間，於每學期末由教師填答，完整填答的樣本數一共有571位國小教師，並採用階層線性模式進行縱貫性分析。研究發現，第一，專業知能呈現線性向上的發展，而專業倫理及專業實踐與反思為向下的發展。第二，專業認同會隨著時間變動而與教師的專業成長產生正向共變。第三，參與專業學習社群程度對專業成長的初始狀態及發展趨勢具有影響，其中合作分享程度愈高的話，則他們的專業知能上升速率也會愈高，而專業實踐與反思下降速率會較緩。而且跨領域社群老師的專業倫理程度初始階段高於基礎及進階社群，跨領域社群的專業倫理下降速率也較進階社群為緩。

Based on the“professional growth interconnection model”and“system dynamics”, developed by Clarke and Hollingsworth in 2002, this study mainly discussed the development trend of teachers’professional growth during participation in a professional learning community over two and a half years. Professional identity and parental support were used as time-varying covariates to examine their influence on changes in professional growth. Meanwhile, teacher gender, degree of participation in the community, time spent participating in the community, as well as learning in general schools and experimental schools, were compared to determine their effects on the development trend of teachers’professional growth. Stratified sampling was used for the five-time questionnaires in this study. Over the two and a half years, teachers were asked to complete the questionnaire at the end of each term. With hierarchical linear modeling, a total of 571 elementary school teachers were included in the longitudinal analysis. The research findings were summarized as follows. First, Professional knowledge develops linearly upward, while professional ethics, professional practice and reflection develop downward. Second, professional identity appeared to be positively correlated with teachers’professional growth over time. Third, the degree of participation in a professional learning community affected the initial state and uptrend of professional growth, where a higher degree of cooperation and sharing resulted in higher professional competency as well as increased reflection. Moreover, teachers in interdisciplinary communities demonstrated higher professional ethics at the initial stage than those in basic and advanced communities; the increase in professional ethics in the interdisciplinary community was greater than that in the advanced community.