一所幼稚園老師教師學習社群的實踐：園長的角色

Developing a Community of Teacher Learning in a Preschool: The Role of the Director

本研究使用質性研究方法探討一所幼稚園的文化，分析這所幼稚園園長如何帶領一群年輕老師在園所裡逐漸建立一個學習社群並提供學習的機會，本研究蒐集資料的方法包含了參與式觀察、訪談、隨機錄音、撰寫田野日記，並蒐集教師省思日記。研究資料顯示這位園長本著以幼兒為中心的信念，努力降低領導權威，主動和老師分享討論，提供許多溝通討論時間，並利用不同的溝通管道等方法來發展學習社群，本研究結果發現教師可從不同的溝通管道尋找出一種最適合自己與園長和同事討論的方式，並從中獲得有用的建議，應用在教室實務中，可促進教師專業發展。

The purpose of this study was to explore the role of a preschool director in developing a learning community among teachers. We assumed a qualitative perspective to describe the culture in a preschool and explore the means by which the director built a community of practical learning among novice teachers. This three-month study at a preschool included the observation of participants, interviews, videotaping, and a review of teacher journals. The data shows that the administrator was committed to a child-centered learning environment and therefore created conversation time using a variety of approaches to communication including formal communication (weekly meetings, book studies and teacher journals) and informal sharing (frequently random sharing) to foster a community of learning. This study made a number of important discoveries. First, wider social engagements provide greater opportunities to satisfy the learning needs of various teachers. Second, the director's non-threatening leadership enhanced the opportunities for professional discussion among teachers and the director over time. Third, a pattern of interaction demonstrated that the teachers were emerging as a community capable of solving practical problems. Fourth, teachers learn to adapt to the culture of the particular school in which they teach through interactions within a learning community. This study suggests that consistent communication among teachers and administrators is essential for maintaining school values, problem-solving and developing shared knowledge and practices.