師資生參與校本課程共備社群之跨領域教學素養發展探究

Pre-Service Teachers’Interdisciplinary Teaching Literacy Development through Participation in School-Based Curriculum Co-planning Communities

本研究旨在探究校本課程共備社群參與歷程中，師資生跨領域教學素養之發展情形。研究對象為28位參與「鳳梨國小愛鳳梨」校本課程共備社群的師資生，採混合研究設計，結合量化前後測與質性訪談，並運用決策樹分析辨識影響素養發展的背景組合。量化分析採相依樣本t檢定與決策樹模型。結果顯示，師資生整體跨領域教學素養顯著提升（d=0.66）。認知構面平均提升2.75分（d=0.60），技能構面提升2.89分（d=0.59），兩者皆達中等效果量。情意構面雖未達統計顯著（d=0.23），質性資料呈現「行為改變先於態度轉化」之現象。決策樹分析顯示，年齡、性別與實習階段別為影響素養發展之主要變項，20至24歲女性且任教國小或中等共同學科者成效最顯著。質性主題分析歸納三大面向：認知構面呈現課綱理解轉化與學科視角轉換；情意構面展現溝通調適與協作信任建立；技能構面顯示教學設計調整與現場彈性應變能力提升。進一步分析發現，先備經驗提供認知架構，背景同質性影響互動默契，時間結構制約對話深度，社群運作仍存在學科間溝通困境。研究建議師資培育機構應建立共備前成員盤點機制、優化時間結構設計、發展跨學科溝通工具，並透過中長期追蹤研究深化對素養發展機制之理解。

This mixed-methods study examined interdisciplinary teaching literacy development among 28 pre-service teachers in a school-based collaborative community through pre-post assessments, interviews, and decision tree analysis. Paired-sample t-tests revealed significant overall improvement (d=0.66), with cognitive and skill dimensions achieving medium effects (d=0.60, 0.59). The affective dimension (d=0.23) demonstrated behavioral shifts preceding attitudinal change. Decision tree analysis identified age, gender, and practicum stage as primary differentiators: females aged 20-24 in elementary or common secondary subjects showed strongest gains (M=11.750 versus M=3.111 for older cohorts). Thematic analysis revealed three trajectories: cognitive transformation from discipline-bound to integrated frameworks; affective evolution through communication adaptation and trust-building; technical advancement in instructional design and responsiveness. Prior collaborative experience provided cognitive scaffolding, background homogeneity shaped interaction quality, and temporal constraints limited dialogue depth. Findings advocate for pre-collaboration profiling, optimized temporal structures, cross-disciplinary communication supports, and longitudinal research in teacher education.