國小教師專業學習社群運作及其促進教師專業發展之個案研究

Operation of Professional Learning Community for Elementary School Teachers and Case Studies on Promoting Teachers’Professional Development

本研究以「教師專業學習社群」為探究視角，採個案研究法深入分析臺北市校齡約50年的大型學校教師專業學習社群之運作歷程、運作關鍵因素及其促進教師專業發展之內涵。經研究發現：（一）個案學校教師專業學習社群具備教師專業學習社群支持與分享領導、共同價值與願景、集體學習與應用、分享實務與支持條件等運作之特徵，其推動歷經建立階段、精緻階段與提升階段，漸進深化校訂課程。各階段呈現各階段所面對的問題、因應策略及其所達成的目標，展現教師專業學習社群的發展性與動態性；（二）個案學校教師專業學習社群運作關鍵，在於因應教師特質屬性，運用「三心（安心、信心、同心）兩感（信任感、尊重感）」策略推動校訂課程，學校與社群教師之間信任、尊重、合作、支持、適應與改進，都是教師專業學習社群運作順利的重要因素，而「共備前先溝通」、「時間明確準時」與「因應狀況彈性調整」是教師願意投入且社群持續運作不可忽視的重要關鍵因素；（三）學校發現原有課程問題，掌握學習社群及學校本位課程發展目標，透過外部專家引導教師專業學習社群將原校訂課程深化與精緻化，透過教師專業學習社群的運作與對話，提升教師專業能力與促進團隊合作。教師專業學習社群是學校中的學習型組織，透過對話與討論營造優質互動環境，實現以提升學生學習成效為目標的共同願景。

This study takes "teachers' professional learning community" as the research perspective and adopts a case study approach to deeply analyze the operation process, key factors of operation and the connotation of promoting teachers' professional development of a large school-based teachers’professional learning community in Taipei city with a history spanning fifty years. The research found that: (1) The teacher professional learning community in the case school has the operational characteristics of teachers’professional learning community support and shared leader¬ship, common values and vision, collective learning and application, shared practice and support conditions, etc. Its promotion has gone through the stages of establishment, refinement, and improvement, gradually deepen-ing and revising the curriculum. Each stage presents the problems faced at that stage, the coping strategies and the goals achieved, showing the development and dynamics of the teachers' professional learning com¬munity; (2) The key to the operation of the teachers' professional learning community in the case school is adapting to the characteristics of the teachers attributes, using the strategy of "Three Hearts (Peace of mind, Confidence, Unity) and Two Senses (Trust, Respect)" to promote the re¬vised curriculum. Trust, respect, cooperation, support, adaptation and improvement among teachers in schools and communities are all teach¬ers important factors for the smooth operation of a professional learn¬ing community, and "communicate before preparing together", "clear and punctual time" and "flexible adjustment according to the situation" are important key factors that teachers are willing to participate and the sus¬tainable operation of the community cannot be ignored; (3) The school discovers problems in the original curriculum, grasps the development goals of the learning community and school-based curriculum, and uses external experts to guide the teachers’professional learning community to deepen and refine the original school curriculum. Through the opera¬tion and dialogue of the teachers’professional learning community, the school enhances teacher professional competencies and promotes team¬work. The teacher professional learning community is a learning organi-zation in the school that creates a high-quality interactive environment through dialogue and discussion to achieve a shared vision of improving student learning effectiveness.