教師專業學習社群的提升發展：從合作、協調到協作

The development of teacher professional learning community : cooperation, coordination, and collaboration

專業學習社群（professional learning community）是一群人對所屬團體具歸屬感及認同感且有共同之目標與價值，並關注於學生學習，藉由平等對話、合作協助及分享討論的學習方式，以增進教師專業知能，而最後能提升學生學習及促進組織目標的達成。然而專業社群的層次提升，以及模式的典範轉移，需要更加細緻的分析。本研究採質性研究取徑，運用個別深度訪談法，蒐集19 位研究參與者的意見。結果發現目前中小學教師專業學習社群以「合作」（cooperation）及協調（coordination）居多。教師專業學習社群往「協作」面向的解決策略包括給予資源、提供誘因、領頭羊帶領、提供協作平台及教師間信任與溝通等。最後本研究依據研究發現，提供整體模式及相關建議作為教師專業學習社群發展之參考。

Professional learning community means a group of people with belongingness and identity for their organization, and put their focus on students' learning, enhance their teacher professional skills through dialogue equally and collaborative sharing learning. And, teachers can finally get the goal of promoting students' learning and fulfilling the purpose of the organization. However, there still needs more delicate analysis on the level lifting and paradigm transforming of the professional learning community. The qualitative method approach had been adopted in the research. Total 19 participants had been invited into the research and deeply interviewed by the researcher. The result shows that most of the teacher professional learning community in elementary and middle schools adopt cooperation and coordination approaches. The solution strategies of the collaboration problems of teacher professional learning community include resource on the teacher professional learning community, the incentive, leader, platform for collaborative, and the trust and communication between teachers. Finally, according to the result of research, acomprehensive model and some suggestions are provided for the development of professional learning community.