國小教師團隊合作文化的雙面向探討–以發展學校願景為例

The Cultural and Political Nature of Teacher Teams: Curriculum Committee Decisions in Designating Free-time Curriculum

在近期教育政策鼓勵中小學自主發展學校課程的改革風潮之下，教師團隊成為影響學校政策能否成功的關鍵因素。本研究以一所由教師共同發展彈性課程的國小為個案，探究教師團隊在推動課程發展時，如何確立願景目標與分析學校情境。深度訪談蒐集資料約一學年，有以下重要發現：(一)教師合作文化的融合特質，使同事情誼及教師集體自主權更加鞏固，亦能產生團隊合作的積極效果，使教師更樂於分享。(二)教師合作過程涉及權力運作與實踐個人自主權，難免會在確立學校願景及學校情境之分析時，出現分歧觀點與不同作法；團隊中會因個人教育價值觀與信念之差異，出現不同權力核心，形成非正式影響力。(三)教師團隊合作設計彈性課程的過程中，建立真誠相待與不藏私的文化特質，能促使教師相互學習，加上團隊領導者的責任實踐與權力行使並進，能有效化解衝突。

Recently， the government of Taiwan has committed to pursuing a reform agenda for education which encourages schools to develop their own curricula. Teachers’ collaboration in developing school curricula is seen as a key to successful curriculum reform. In this study， a primary-school teaching team that collaboratively planned free-time curriculum units for their age cohort was chosen. Data was collected by interviewing teachers about their decisions， understanding of school vision， and analyses and evaluation of school situations. Some important findings were obtained as follows:Firstly， team work was found to foster teachers’ closeness and collective autonomy. If teams worked effectively in selecting and implementing rules of participation and labor partition， then positive outcomes were yielded. Secondly， both the use of power and the implementation of teacher autonomy existed in collaborative processes. There were differences and struggles among members in constructing schools visions and analyzing school situations. Various educational values and beliefs were found to create both legitimate and illegitimate power. Thirdly， teams with high levels of solidarity and trust among participants better facilitated teachers’ learning from one another. Team leaders who demonstrated a sharpened sense of responsibility and use of power were able to resolve the conflict.