參與專業社群對國小教師數學教學的影響

The impact of participating professional community on elementary teachers’ mathematics teaching

本研究在探討專業社群對國小教師數學教學的影響。採用個案研究法，以三位 不同教學經驗和背景的教師為對象，透過社群會議、教學觀察和錄影、訪談等方法 來蒐集資料，來瞭解個案教師參與專業社群對其數學教學的影響。結果發現，社群 的參與對三位教師有不同的影響：資深教師由於有明確的教學觀點和豐富的教學經 驗，同時在教學上偏向理論上的主張，因此社群對她的影響不大，不過使其瞭解不 同教師的教學觀點，也尊重他們的教學決定；有經驗教師嘗試改變教學來符合理論 的主張，但受限於學生上課的反應和教學的時間，因此決定恢復原有的教學方式， 但希望未來有機會實施自己理想的數學教學；初任教師由於學生的學習表現佳，所 以滿意自己目前的教學，不過由社群的對話中更瞭解自己的教學思考和決定。三位 教師參與專業社群後，更了解自己數學教學的意識型態，但學生的學習表現和反 應、教學的時間和進度等仍是他們數學教學時的主要考量。本研究發現，社群參與 對教師的影響有内隱的觀點和外顯的教學表現兩部分，且教師教學現場所面臨的因 素，是決定其教學表現的主要考量。

The purpose of this study was to explore the impact of the professional community on elementary teachers’ mathematics teaching. The methodology adopted was case study. Three teachers with different teaching experience and background were chosen as study subjects. Community meetings， teaching videotaping and observations， and interviews were the main data sources for understanding the impact of professional community attending on their mathematics teaching. Findings of this study indicated that there were different impacts on teachers’ mathematics teaching from the community attending: The senior teacher did not change her teaching performance due to have clearly arguments and rich experiences on mathematics teaching. Her teaching style was also close to theoretical arguments. From the other teachers’ sharing their teaching perspective in the meeting， the senior teacher learned more different teaching viewpoints and respected for their decision. The experienced teacher tried to adjust his teaching for matching theoretical arguments， but constrained by students’ reaction in class and the teaching time， he decided to back to his original teaching way and wish he could implement his ideal mathematic teaching in future. The novice teacher satisfied with her original teaching approach because of students had good performances on mathematics examination. But from the community meeting， she got more understanding about her teaching thinking and decision. Three teachers got more understanding about their teaching ideology by participating professional community. Their students’ reactions and performance， teaching time and progress were still main considerations when they teaching. This study found there were impacts on three teachers from the community attending that included their inside viewpoints and outside performance on mathematics teaching. But the factors that they faced in the teaching field were the main considerations to decide their teaching performance.