深化備觀議課內涵以促進教師分享式專業對話之研究

An Inquiry of Deepening the Activities of Lesson Preparation, Classroom Observation and Post-teaching Debriefing to Facilitate Teachers to Engage in Shared Professional Dialogue

當前教師對於公開授課仍存有疑慮，即使教師投入其中，也未能深入探討教學實務。本研究旨在探究可有效增進教師進行分享式專業對話的共備觀議課模式，及尋求增進與維持教師進行專業對話之關鍵要素。採取協同行動研究法，由5位數學輔導團輔導員與學校行政支持性良好的教學團隊合作，再搭配學者專家，經由2次完整的共備觀議課流程，除觀察、錄影與紀錄，期間依半結構訪談大綱進行8次正式訪談，並搭配數次非正式訪談，而歸納出研究結論與自我省思。研究結果發現備課前教師能先行自備，觀議課時能聚焦於學童學習困難，多人共觀同一對象，容易形成共同議題，易引發教師的討論；再者，參與教師認同輔導員的協助，進而感受到觀議備課的價值，則更願意分享觀點與省思自己的教學知識；而輔導員擔任示範者、專業教師及精神支持者，可以增進教師對於公開授課的認同，這些作為均是強化分享式專業對話的關鍵要素。

Teachers maintains several doubts regarding open classroom for peer teacher observation. Even though teachers have conducted the activity of peer teacher observation, they could not deeply inquiry teaching practice during dialogue. This study aimed to inquiry a model of lesson preparation, classroom observation and post-teaching debriefing to effectively facilitate teachers to engage in shared professional dialogue and further explored key elements during teachers’dialogues. This study adopted a method of collaboratively action research approach. The participants included five teachers from a compulsory education advisory group, a group of teachers from a primary school, and a professor from a teacher education university. During the research processes, the activities of the model were conducted two times. This study collected the data regarding classroom observation and recording with video, and eight times of semi-structured interviews. Several informal interviews were used to confirm the results of data analysis as well as researchers’reflections. This study found that some meaningful ways that easily formed a common issue and facilitated teachers’discussions, including an individual plan on lessons before collective lesson preparation, observation focuses on students’difficulties on learning rather than teachers’behaviors, and observing the same student objects, Moreover, participating teachers were more willing to share and self-reflection on professional knowledge when they identified the supports from the members of the compulsory education advisory group and also perceived the value of the aforementioned model on professional development. The advisory teachers played the roles of demonstrators, professionals, supporters and further facilitated teachers’identification with open classroom for peer teacher observation. The aforementioned conditions were key elements to facilitate teachers to engage in shared professional dialogue.