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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/104970

    Title: 一所國小英語教師以教師領導推動學習共同體之個案研究
    Other Titles: A case study of elementary school English teachers promoting learning community through teacher leadership
    Authors: 林宥嫻;Lin, Yu-Hsien
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    薛雅慈;Hsueh, Ya-Ci
    Keywords: 教師領導;學習共同體;Teacher leadership;learning community
    Date: 2015
    Issue Date: 2016-01-22 14:44:38 (UTC+8)
    Abstract: 本研究以一所推動學習共同體的國小為個案學校,以教師領導為焦點,瞭解個案學校英語教師以教師領導推動學習共同體之學校發展脈絡,並透過教師領導的五個構面內涵,分析英語教師以教師領導推動學習共同體的具體作為,最後探究英語教師在推動學習共同體實踐歷程中,其所遭遇之困境與因應策略。


    This case study investigates an elementary school promoting learning community with a focus on teacher leadership.The aim of this study is to understand how the English teachers develop the leaning community through teacher learship by using five elements of teacher leadership to analyze English teachers use the teacher leadership to push the spproach of learning community into specific actions, and also inquiry how the teachers meet the predicaments and coping srategies during the process.
    The research process is explored by interviews with subjects ( one principal, two directors and four English teachers included), data collections and personal observations directly.
    The conclusions of the study are as follows:
    1. The organizational culture of an elementary school of the school includes
    creating the environment of professional autonomy, the trusts between the
    partnership and the leadership of the community for teachers. They are based on
    the development of teacher leadership to set the approach of learning
    community into action.
    2. The specific actions to set the approach of learning community are based on
    the five elements of teacher leadership:
    (1) Showing Leadership in Classroom
    a. Promoting students’ learning motivation by using collaborative learning
    b. Flipping teaching thinking to improve teachers’ teaching quality
    (2) Strengthening the Teachers’ professional Development
    a. Using the power of the administrators to plan the training schedule for teachers
    b. Making the most of team learing to develop teachers professional knowledge
    (3) Guiding Peer Learning
    a. Constructing teachers’ collegiality to develop teachers’ learning community
    b. Guding teachers to cooperate with others and share the tasks in the community
    (4) Participating School Decision
    a. Planning the action paln and strategies for improving through the co-
    leardership process
    b. Participating kinds of conferences to examine and coordinate the content of
    curriculum and teaching.
    (5) Application of Resources Integration
    a. Trying to share the succesful experiences and multi-school learning outside.
    b. Making an effort to apply the plans in order to get the funds and the support of administators
    c. Inviting the experts to guide and inspire the reflective learning
    3. The predicaments and coping srategies during the process of implementing approach of learning community
    (1) The Predicament
    a. Teachers’ personal factors includes lack of the abilities of teaching designing, the challenges of the talking skills between teachers and students, and lack of the knowledge of teachers’ leadership.
    b. External factors includes the limitation of the principal’s affinity and too many long-winded meetings.
    (2) Coping Strategies
    a. Finding partners to cooperate together
    b. Participating teacher training activities to increase professional knowledge
    c. Involving the members to participate by the demonstration of the principal first
    d. Emerging the meetings to relieve the pressure on teachers

    Finally, the author proposes some suggestions for educational authorities and future research.

    Keywords: teacher leadership, learning community
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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