大学教师参与问题导向学习之专业发展社群个案研究-教育研究与发展.pdfVIP

教育研究與發展期刊 DOI 10.3966/181665042016031201005 第十二卷第一期 2016年3月 頁147-172 大學教師參與問題導向學習之專業發展 社群個案研究 黃志雄 弘光科技大學幼兒保育系副教授 田育芬 弘光科技大學幼兒保育系講師 摘　要 本研究旨在探討大學教師參與專業發展社群的實施與成效，透過教師專業學 習社群之教學觀摩和討論，探討問題導向學習教師專業社群之運作歷程，以及對 參與社群教師的影響。研究以立意取樣方式邀請研究者服務系所之教師參與，共 有12 位教師參與社群，並進行了6 次的社群討論。研究發現大學教師專業發展社 群運作歷程可分為，組成社群與凝聚共識、聚焦前的教學觀摩與討論、和聚焦後 的教學觀摩與回饋等三個階段。此外，研究結果顯示，大學教師參與專業發展社 群對社群成員的影響包括：增進社群成員對問題導向學習策略實施方式的瞭解、 促進社群成員使用問題導向學習策略的意願，以及促進社群教師在教學和問題導 向學習策略運用上的反思。 關鍵詞：教師專業學習社群、問題導向學習、教學反思、教師專業發展 黃志雄電子郵件：hk633193@ Journal of Educational Research and Development March 31, 2016, Vol.12, No. 1 pp 147-172 A Case Study of University Teachers’ Participation in Faculty Professional Learning Community of Problem-Based Learning Chih-Hsiung Huang Associate Professor, Department of Child Care and Education, HungKuang University Yu-Fen Tien Lecturer, Department of Child Care and Education, HungKuang University Abstract The purpose of this study was to explore how professional learning community on problem-based learning (PBL) was processed by teachers, department and faculty structures, and how these structures affected teacher perception of the PBL implementation process in their classrooms. Purposive sampling was chosen as the preferred method. About 12 teachers from the department and faculty engaged as learners in the PBL faculty professional learning community, and the community held discussions six times. The findings illustrate that the operation of faculty professional learning community includes the composition of communities and the community consensus, non-focused teaching demonstration and discussion, and focused classroom observation and feedback. At the same time, the effects of faculty professional learning community include: (1) enhancement of the understanding o