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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/115208


    Title: 植基真實情境的共學效應: 學習共同體促動之教師改變
    Other Titles: The Co-learning Effects Aroused in Authentic Contexts: Teachers' Changes Triggered by Learning Community
    Authors: 潘慧玲;鄭淑惠
    Keywords: 共學;學習共同體;學習領導;教師改變
    Date: 2018-10
    Issue Date: 2018-10-18 12:10:13 (UTC+8)
    Publisher: 中華民國課程與教學學會
    Abstract: 學習共同體融入西方學習社群概念,除強調教師同僚性構築,亦擴展至課堂層級。為了解植基於課堂真實情境的學習共同體,是否在促進教師專業學習、課堂教學及效能感上扮演關鍵角色,本研究以參與教育部「學習領導下的學習共同體計畫」之試辦中小學為對象,進行問卷調查。結果顯示教師在專業學習、課堂教學與效能感的表現,皆達中高標;教師對課堂教學的信念較之對自己專業學習的信念,更為積極;且因應學習共同體的特性,教師以學習者為中心的行為與信念同步發展。再者,學習共同體參與經驗中的實作,其影響力甚於研討,它與教師專業學習、課堂教學對於教師效能感均有顯著的解釋力。本研究所得提供了學校在地變革取徑帶動教師改變的實徵支持,對於未來方案介入的實施有諸多的啟示。
    Relation: 課程與教學季刊 21(4), 頁121-150
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Journal Article

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