期刊專區/ Periodical Section

專業學習社群在教師專業發展評鑑中介下的發展：一所國中個案研究

The Development of Professional Learning Communities Mediated by Teacher Evaluation for Professional Development: A Case Study of One Junior High School

所屬期刊：	第9卷第2期 「課程與教學」 主編：靜宜大學教育研究所講座教授 黃政傑
系統編號：	vol033_06
主題：	課程與教學
出版年份：	2013
作者：	潘慧玲;張素貞;沈靜濤
作者(英文)：	Hui-Ling Pan;Su-Chen Chang;Ching-Tao Shen
論文名稱：	專業學習社群在教師專業發展評鑑中介下的發展：一所國中個案研究
論文名稱(英文)：	The Development of Professional Learning Communities Mediated by Teacher Evaluation for Professional Development: A Case Study of One Junior High School
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	30
中文關鍵字：	專業學習社群;教師專業發展評鑑;個案研究
英文關鍵字：	professional learning community;teacher evaluation for professional development;case study
服務單位：	淡江大學教育政策與領導研究所教授;國立臺灣師範大學師資培育與輔導處副教授;新竹縣政府教育處科員
稿件字數：	19987
作者專長：	學校效能與革新、教育研究與評鑑、性別與教育
投稿日期：	2013/4/8
論文下載：
摘要(中文)：	本研究以一所國中為個案，探討專業學習社群（professional learning communities）在教師專業發展評鑑此項人造物（artifact）結構的中介下，所歷經的發展歷程及其展現的特徵。透過觀察、訪談及文件分析，研究發現教師專業發展評鑑提供了累積社會資本及進行任務導向協同學習的機制，促發學習社群的生成。在個案學校中，有五個學習領域以積極行動者角色，呈顯學習社群特徵，進入「對話與分享資訊」的初始階段或進而達臻「行動與實現願景」的執行階段。在兩階段中，均可看到分享性領導、共同價值與願景、以及集體學習與實務分享，只是隨著階段之發展而愈趨成熟。另行政支持、信任與合作夥伴關係是跨越不同階段，社群得以運作的支持性條件，而行動者的積極性，累積學習社群形構所需之社會資本，亦是關鍵。歸結本研究所得，除可提供吾人瞭解專業學習社群在教師專業發展評鑑實施歷程中的運作情形，對於社群在有效推動教師專業發展評鑑中的重要性，亦具啟示作用。
摘要(英文)：	A case study was conducted, using one junior high school, to explore the development of professional learning communities (PLC) mediated by Teacher Evaluation for Professional Development (TEPD). Through the methods of observation, interview and document analysis, it was indicated that TEPD, as a school artifact, propelled the development of PLC through the accumulation of social capital and the task-oriented collaborative learning. In the case school, five learning areas as active actors exhibited characteristics of PLC. Two stages can be distinguished, including the initiating dialogue and information sharing as well as the implementing action and vision materialization. Shared leadership, common values and vision, and collective learning and practices sharing were observed in the two stages, with higher maturity when PLC proceeding from stage one to stage two. Besides, supportive conditions of administrative support and the partnership of trust and collaboration among teachers were found across the stages. Actors’ agency to accumulate needed social capital for learning community also plays a significant role. The study brings us the understanding with regard to how PLC operates while launching TEPD and pinpoints the significance of PLC for the success of TEPD policy.
參考文獻：	丁一顧（2011）。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報，37，1-26。 丁一顧、張德銳（2010）。臺北市教學導師教師領導與專業學習社群關係之研究。教育行政與評鑑學刊，10，55-84。 丁琴芳（2008）。國民小學教師專業學習社群發展之研究（未出版之碩士論文）。國立臺北教育大學教育政策與管理研究所，臺北市。 王文科（1995）。教育研究法。臺北市：五南。 李美葺（2010）。國民小學專業學習社群之推動與成效分析（未出版之碩士論文）。逢甲大學公共政策所，臺中市。 周麗華（2010）。臺北市國小教師專業發展評鑑實施效應之研究。北市教育學刊，37，103-125。 林忠仁（2009）。國民小學校長分佈領導、灰猩猩效應與教師專業學習社群關係之研究（未出版之博士論文）。國立臺北教育大學教育政策與管理研究所，臺北市。 孫志麟（2010）。專業學習社群：促進教師專業發展的平台。學校行政雙月刊，69，138-158。 高博銓（2009）。學校教師學習社群發展的個案研究。師資培育與教師專業發展，2（1），61-74。 張素貞、吳俊憲（2012）。大學與學校專業夥伴合作之個案研究－以專業學習社群為焦點。教育研究與發展期刊，8（1），1-30。 張新仁、馮莉雅、潘道仁、王瓊珠（2011）。臺灣教師專業學習社群的啟動。教育研究月刊，201，5-27。 張德銳、王淑珍（2010）。教師專業學習社群在教學輔導教師制度中的發展與實踐。臺北市立教育大學學報，41（1），61-90。 張德銳、李俊達、周麗華（2010）。國中實施形成性教師評鑑歷程及影響因素之個案研究。教育實踐與研究，23（2），65-94。 教育部（2008）。教育部補助試辦教師專業發展評鑑實施計畫（修訂版）。臺北市：作者。 教育部（2009）。中小學教師專業學習社群手冊。臺北市：作者。 教育部（2011）。教育部補助辦理教師專業發展評鑑實施要點。臺北市：作者。 莊智驛（2012）。臺北市公立小學教師專業學習社群現況調查（未出版之碩士論文）。淡江大學教育科技學系，新北市。 陳佩英（2009）。一起學習、一起領導：專業學習社群的建構與實踐。中等教育，60（3），68-88。 陳佩英、曾正宜（2011）。探析專業學習社群的展化學習經驗與課程創新行動 ─ 活動理論取徑。教育研究集刊，57（2），39-84。 陳佩英、焦傳金（2009）。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54（1），55-86。 陳佳萍、王瑞壎（2011）。教師專業學習社群之探究：以學校文化發展為例。教育研究月刊，208，53-68。 童新?（2012）。專業學習社群運作及其促進學校文化改變之個案研究（未出版之碩士論文）。國立臺灣師範大學教育政策與行政研究所，臺北市。 馮莉雅（2010）。教師專業學習社群發展之研究：以高雄市國小為例。發表於新竹教育大學主辦創新˙教育學術研討會，新竹教育大學，新竹市。 馮莉雅、徐昌慧（2010）。教師專業發展評鑑與專業學習社群發展之研究：以高雄市國小為例。國民教育學報，7，139-162。 潘慧玲（2004）。緒論：轉變中的教育研究觀點。載於潘慧玲（主編），教師研究的取徑—概念與應用（頁 1–34）。臺北市：高等教育文化。 潘慧玲、陳文彥（2010）。教師專業發展評鑑促進組織學習之個案研究。教育研究集刊，56（3），29-65。 Ackerman, D. (2008). Continuity of care, professional community, and the policy context: Potential benefits for infant and toddler teachers professional development. Early Education & Development, 19(5), 753-772. Annunziata , J. (1997). Linking teacher evaluation and professional development. In J. H. Stronge (Ed.), Evaluating teaching: A guide to current thinking and best practice (pp. 288-302). Thousand Oaks, CA: Corwin Press. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120. Creed, W. E. D., & Miles, R. E.(1996). Trust in organization: A conceptual framework linking organizational forms, managerial philosophies, and the opportunity costs of control. Trust in organizations: Frontiers of theory and research (pp. 16-38). Thousand Oaks, CA: Sage. Croasmun, J. (2007). The impact of a professional learning community on student achievement gains: A case study. Unpublished doctoral dissertation, University of North Carolina, Carolina. Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA : Association for Supervision and Curriculum Development. Deal, T. E., & Peterson, K. D. (1994). The principals paradox: Balancing logic and artistry in schools. San Francisco, CA: Jossey-Bass. Duck, D. L., & Stiggins, R. J. (1990). Beyond minimum competence: Evaluation for professional development. In J. Millman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation: Assessing elementary and secondary school teachers (pp. 116-132). Newbury Park, CA: Sage. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practice for enhancing student achievement. Reston, VA: Association for Supervision and Curriculum Development. Dufour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. Forss, K., Cracknell, B., & Samset, K. (1994). Can evaluation help an organization to learn? Evaluation Review, 18(5), 574-591. Fullan, M. (1990). Staff development, innovation and institutional development. In B. Joyce (Ed.), Changing school culture through staff development (pp. 3-25). Alexandria, VA: Association of Supervision and Curriculum Development. Fullan, M. G. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press. Graham, P. (2007). Improving teacher effectiveness through structured collaboration: A case study of a professional learning community. Research in Middle Level Education Online, 31(1), 1-17. Retrieved from http://www.amle.org/portals/0/pdf/publications/RMLE/rmle_vol31_no1.pdf Halverson, R. (2003). Systems of practice: How leaders use artifacts to create professional community in schools. Education Policy Analysis Archives, 11(37). Retrieved from http://epaa.asu.edu/epaa/v11n37/ Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6(2), 151-182. Hipp, K. K., & Huffman, J. B. (2009). Professional learning communities: Purposeful actions, positive results. Lanham, MD: Rowman and Littlefield. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. Hord, S. M. (2004). Professional learning communities: An overview. In S. M. Hord (Ed), Learning together, leading together: Changing schools through professional learning communities (pp. 5-14). New York, NY: Teachers College Press. Howley, C., & Brown, P. (2001). Four eyes on the prize: Case studies of four schools of continuous improvement. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA. Retrieved from http://icfi.academia.edu/CaitlinHowley/Papers/238175/Four_Eyes_on_the_Prize_Case_Studies_of_Four_Schools_of_Continuous_Improvement Huffman, J. B., & Hipp, K. K. (2003). Reculturing schools as professional learning communities. Lanham, MD: Scarecrow Education. Huffman, J. B., Pankake, A., & Munoz, A. (2006). The tri-level model in action: Site, district, and state plans for school accountability in increasing student success. Journal of School Leadership, 16(5), 569-582. Kaplan, J. (2008). The national writing project: Creating a professional learning community that supports the teaching of writing. Theory into Practice, 47(4), 336-344. Kruse, S., Louis, K. S., & Bryk, A. S. (1994). Building professional community in schools: Issues in restructuring schools. Madison, WI: Wisconsin Center for Education Research. Retrieved from www.wcer.wisc.edu/archive/cors/Issues_in_Restructuring_Schools/ISSUES_NO_6_SPRING_1994.pdf Louis, K. S., Kruse, S. D., & Bryk, A. S. (1995). An emerging framework for analyzing school-based professional community. In K.S. Louis, S. D. Kruse, & Associates (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23-42). Thousand Oaks, CA: Corwin Press. Preskill, H., & Torres, R. (1999). Evaluative inquiry for learning in organizations. Thousand Oaks, CA: Sage. Preskill, H., & Torres, R. (2000). The learning dimension of evaluation use. New Directions for Evaluation, 88, 25-37. Roberts, M. S., & Pruitt Z. E. (2003). School as professional learning communities: Collaborative & activities and strategies for professional development. Thousand Oaks, CA: Corwin Press. Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34. Stronge, J. H. (1997). Improving schools through teacher evaluation. In J. H. Stronge (Ed.), Evaluating teaching: A guide to current thinking and best practice (pp.1-26). Thousand Oaks, CA: Corwin Press. Supovitz, J. A., & Christman, J. B. (2003). Developing communities of instructional practice: Lessons from Cincinnati and Philadelphia. Consortium on Policy Research in Education Policy Briefs, #RB-39. Retrieved from http://www.cpre.org/images/stories/cpre_pdfs/rb39.pdf Thornton, B., Shepperson, T., & Canavero, S. (2007). A systems approach to school improvement: Program evaluation and organizational learning. Education, 128(1), 48-55. Yin, R. K. (2001). Case study research: Design and method (4th ed.). Thousand Oaks, CA: Sage.