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    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。
    本研究針對一位校長、兩位主任以及四位英語教師為對象進行訪談,輔以文件分析、現場觀察並將所蒐集的資料進行相互檢定獲得以下之研究結論:
    一、個案學校的校園組織文化氛圍包含專業自主的開放風氣與信任互惠的夥伴
    關係,以及社群召集人的領航,是個案學校教師以教師領導推動學習共同
    體之學校發展脈絡。
    二、學習共同體的具體作為根據教師領導五個構面內涵發展,分別為:
    (一)「展現教室領導」:
    1.透過協同學習,幫助學生喜愛學習。
    2.翻轉教學思維,促進教師教學品質。
    (二)「強化專業成長」:
    1.運用行政力量,規畫教師共同研修時間。
    2.善用團隊學習,精進教師自我專業知能。
    (三)「帶領同儕合作」:
    1.構築教師同僚性,啟動教師學習共同體。
    2.引導教師合作性,分擔社群不同的任務。
    (四)「參與學校決策」:
    1.透過共同領導,研擬執行計畫與策略改善。
    2.參加各項會議,檢視協調課程與教學內容。
    (五)「運用資源整合」:
    1.嘗試走出校外,跨校學習與分享成功經驗
    2.爭取申請計畫,引入經費與尋求行政支援
    3.邀請專家學者,加入指導與啟發反思學習
    三、推動學習共同體之實踐過程遭遇之困境與因應策略
    (一)遭遇之困境
    1.教師本身因素:缺乏教學設計能力、師生對話技巧挑戰、教師領導知
    能不足。
    2.學校環境因素:校長參與程度有限、會議繁多時間冗長。
    (二)因應之策略
    1.尋找夥伴共學發揮團隊合作
    2.參加研習活動提升專業知能
    3.校長率先示範帶動成員參與
    4.整併各項會議減輕老師壓力

    最後根據本研究的發現與結論,文末針對相關教育人員及後續研究提出相關建議,以供參考。

    關鍵詞:教師領導、學習共同體
    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:[教育政策與領導研究所] 學位論文

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