教學教練專業成長模式對教師PCK之影響：以新竹縣國小為例

The Influence of Teaching Coach's Professional Growth Model on Teachers' PCK: Take Hsinchu County Elementary Schools as an Example

本研究旨在探討大學教授以教學教練模式，採引導、合作、互動、討論的教學方式，至國小進行系列的研習後，對教師學科教學知識（Pedagogical Content Knowledge, PCK）專業成長的影響。研究採用問卷調查研究法，以新竹縣四所國小、合計38位參與新竹縣教育研究發展暨網路中心「PCK研習計畫」的學校人員為研究對象，採PCK工作坊與研習者進行專業對話。課程期程自2020年8月下旬至12月底，每個月一次，共計五次，每次2小時；於課程結束後，採問卷調查法，並以半結構式問題請受試者填寫研習建議與心得，有效樣本為33份，占總參加研習人數的86.8%。統計部分採用描述統計、差異考驗，開放問卷部分採取內容分析法，以開放譯碼進行編碼與歸納，並對量化與質性結果進行分析與歸納，結論包括：一、PCK工作坊有助於專業發展與教學效能的提升；二、對研習安排與講師採取教學教練模式持正面肯定；三、不同基本變項對於PCK成效與研習安排未達顯著差異。建議包括：一、研習時間的調整與公假的安排可增加研習者參與的意願；二、國語科的知識結構建構較難，未來PCK研習可朝向語文領域做系列性的發展；三、未來研究可採多元方法，並著重研習者個人成長的歷程。

The purpose of this research is to explore the impact of university professors on the professional growth of teachers' PCK after conducting a series of studies in elementary schools using the coaching model, by guidance, cooperation, interaction, and discussion. The research adopts a questionnaire survey method. A total of 38 school personnel from four elementary schools in Hsinchu County who participated in the “PCK study project” of the Education Development and Information Institude of Hsinchu County were used as the research objects. PCK lectures and workshops were used to conduct professional dialogues with the learners. The stdudy period is from late August to the end of December 2020, once a month, five times in total, two hours each time; after the course is over, a questionnaire survey is taken, and the participants are asked to fill in the study suggestions and experience with semi-structured questions, the effective sample is 33, accounting for 86.8% of the total number of participants in the study. Statistics use descriptive statistics, difference test, open questionnaire part adopts content analysis, open decoding for induction. According to analysis of quantitative and qualitative results made conclusion, the following conclusions are finally obtained.
The conclusions include: 1. PCK workshops are helpful for professional development and teaching effectiveness; 2. Positive affirmation of study arrangements and the use of teaching coaching by lecturers; 3. Different basic variables are not significant for PCK effectiveness and study arrangements. Suggestions include: 1. The adjustment of study time and the arrangement of official leave can increase the willingness of learners to participate; 2. The knowledge structure of the Chinese language subject is difficult to construct, and the future PCK study can be developed in series towards the language field; 3. For future research can take multiple methods and focus on the personal growth process of the learner.