建構協作式教師領導：弗雷勒理論的啟示

Constructing Collaborative Teacher Leadership: Insights from Freire’s Theory

臺灣十二年國民基本教育課程綱要致力於推動跨領域課程設計與教師專業發展，進而促成學校領導權移轉予教師。弗雷勒的批判性觀點為學校結構體系提供嶄新的視角，引導領導者將公平正義原則融入學校決策及課程，以實踐多元包容。領導者積極參與行動，以期改變不平等的教育現象，並運用協作領導策略，促進學校的創新發展與學生學習。本研究提出四項實踐策略：首先，建立多元的溝通管道與機制；其次，培養批判性思維與意識覺醒；第三，鼓勵行動實踐與團隊協作；最後，採取以學生為本的教學並反對囤積式教育。同時，此篇研究也對學校行政提出建議，包括培養教師領導者協作推展學校事務，提供充足的資源與彈性以支持教師專業成長，建立互信且尊重的學校文化，並提供有效的溝通機制以促使教師領導者積極參與學校決策。

The Taiwan 12-Year Basic Education Curriculum Guidelines empha¬size interdisciplinary curriculum design and teacher professional develop¬ment, with leadership authority progressively shifting towards teachers. Freire’s critical perspective offers a novel lens through which to examine school structural systems, where teacher leaders, guided by principles of equity and justice, implement inclusive school decision-making and cur¬riculum development. These leaders actively engage in initiatives aimed at transforming inequitable educational realities, employing collabora¬tive teacher leadership strategies to foster school innovation and enhance student learning. The study proposes four practical strategies: first, es-tablishing diverse communication channels and mechanisms; second, cultivating critical thinking and conscientization; third, encouraging ac¬tion-oriented practices and team collaboration; and finally, adopting stu¬dent-centered pedagogy while opposing banking education. Additionally, the article provides recommendations for school administration, includ¬ing cultivating teacher leaders to collaboratively advance school affairs, providing ample resources and flexibility to support teacher professional growth, establishing a school culture characterized by mutual trust and respect, and offering effective communication mechanisms to facilitate teacher leaders’active participation in school decision-making.