期刊專區/ Periodical Section

國小教師採合作探究理念進行觀課、議課之個案研究

A Case Study of the Implementation of Classroom Observation and Post-Observation Debriefing Based on Collaborative Inquiry among Elementary School Teachers

所屬期刊：	第17卷第1期 主編：國立中正大學教育學研究所教授 林明地
系統編號：	vol064_01
主題：	師資培育
出版年份：	2021
作者：	劉世雄
作者(英文)：	Shih-Hsiung Liu
論文名稱：	國小教師採合作探究理念進行觀課、議課之個案研究
論文名稱(英文)：	A Case Study of the Implementation of Classroom Observation and Post-Observation Debriefing Based on Collaborative Inquiry among Elementary School Teachers
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：	中文
論文頁數：	29
中文關鍵字：	合作探究、觀課、議課、教師專業成長
英文關鍵字：	collaborative inquiry, classroom observations, post-observation debriefings, teachers’ professional development
服務單位：	國立彰化師範大學師資培育中心教授
稿件字數：	19876
作者專長：
投稿日期：	2020/9/13
論文下載：
摘要(中文)：	本研究試圖以教師採合作探究理念，引導教師以學生學習表現為焦點進行觀課和議課，研究目的在探討教師實踐此理念及可能產生的問題。本研究選取一所小學，並邀請4位教師及教務主任組成社群，以研究者所提合作探究的理念，進行三個月共四次循環的觀課、議課活動。本研究主要蒐集教師觀課、議課過程的文字和語音資料，為檢證資料分析的合宜性，再對參與者進行半結構訪談。本研究發現參與教師在觀課紀錄描述中多關注低成就學生的外在行為表現，但在議課時忽略解釋那些學生在教材內容學習理解困難的原因及省思後續的教學策略；本研究也發現教師在合作探究中願意聆聽與對話，已經具有相互分享的教學文化，但在解釋原因與集體省思上仍存有合作探究能力上的問題，導致在集體省思的教學文化上仍面臨困難。。採用合作探究理念有助於教師調整對觀課、議課的負向態度，若學校教師持續欲透過觀課、議課提升教學品質與改善學生學習成效，則需要思考教師解釋學生表現的能力，與形塑教師集體省思的教師教學文化。
摘要(英文)：	This study proposes a theoretical framework for collaborative inquiry that helps teachers to keep their focus on students’ learning performances during classroom observations and the following discussions, and aims to investigate the difficulties teacher face. Four teachers and one administrator from an elementary school were invited to participate in the study. The participants were required to undertake four classroom observations and the following post-observation debriefings, based on a collaborative inquiry framework, over the course of three months. The data, including written notes, dialogue voices in post-observation debriefings, and the semi-structured interview transcripts of each participant, were collected and triangulated. The study demonstrated that the participating teachers paid more attention to the low-achieving students’ problematic behavior rather than to the students’ cognitive difficulties in learning their material. During the post-observation debriefing, the participating teachers did not discuss adaptive teaching strategies. Moreover, they were willing to listen to one another and have dialogues concerned with developing a more positive teaching culture. However, due to their lack of collective reflection on the most favorable means of instruction, the teachers’ collaborative culture still presented a challenge. The primary goal of this study was to help teachers to modify their negative attitudes toward classroom observations and post-observation debriefings. If schoolteachers want to support students’ achievements as well as to promote their own professional development by implementing classroom observation and post-observation debriefings, further training in the diagnosis of students learning difficulties and further culture collective reflection on instructional strategies could be considered.
參考文獻：	何縕琪、張景媛（2003）。合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響。教育心理學報，34（2），157-178。https://doi.org/10. 6251/BEP.20020625 呂麗雪（2015）。準備好要公開了嗎？公開觀課與教師專業成長之探討。師友月刊， 572，59-61。https://doi.org/10.6437/EM.201502_(572).0014 宋曜廷、邱佳民、張恬熒、曾芬蘭（2011）。以國中基本學力測驗成績探討學習成就落差。教育政策論壇，14（1），85-117。 孫敏芝（2010）。國小教師團隊合作文化的雙面向探討─以發展學校願景為例。課程與教學季刊，13（1），117-140。https://doi.org/10.6384/CIQ.201001.0117 徐育婷（2018）。教師面對共備與觀課之困境。臺灣教育評論月刊，7（7）， 59-62。http://www.ater.org.tw/journal/article/7-7/free/06.pdf 張德銳、李俊達、王淑珍（2014）。認知教練對中小學教師教學省思及教學效能影響之研究：以參與教師專業發展評鑑方案之教師為例。臺北市立大學學報， 45（1），61-80。https://doi.org/10.6336/JUT.4501.004 教育部（2014）。十二年國民基本教育課程綱要總綱。https://www.naer.edu.tw/ upload/1/16/doc/288/十二年國教課程綱要總綱.pdf 楊佩文、卯靜儒（2015）。教育改革中構築的主體、意義與關係：臺北市跨校教師共同備課之經驗分享。中等教育，66（1），153-171。https://doi.org/10.6249/ SE.2015.66.1.08 劉世雄（2020）。國小教師以共備觀議課模式共同探討學生同儕討論的教學策略之研究—以一所小學為例。中正教育研究，19（2），1-42。https://doi.org/10.3 966/168395522020121902001 潘慧玲、李麗君、黃淑馨、余霖、薛雅慈（2014）。學習領導下的學習共同體1.1 版。學習領導與學習共同計畫辦公室。http://mail.tku.edu.tw/panhlw/hamdbook1.1/ mobile/index.html Bae, C. L., Hayes, K. N., Seitz, J., O’Connor, D., & DiStefano R. (2016). A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study. Teaching and Teacher Education, 60, 164-178. https://doi.org/10.1016/j.tate.2016.08.016 Bray, J. N., Lee, J., Smith, L. L., & Yorks, L. (2000). Collaborative inquiry in practice: Action, reflection, and making meaning. Sage. Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. RoutledgeFalmer. Coburn, C. E., & Stein, M. K. (Eds.). (2010). Research and practice in education: Building alliances, bridging the divide. Rowman & Littlefield. Cooper, C. W. (2006). Refining social justice commitments through collaborative inquiry: Key rewards and challenges for teacher educators. Teacher Education Quarterly, 33(3), 115-132. Cranston, L. (2019). Lab class: Professional learning through collaborative inquiry and student observation. Corwin. Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass. DeLuca, C., Bolden, B., & Chan, J. (2017). Systemic professional learning through collaborative inquiry: Examining teachers’ perspectives. Teaching and Teacher Education, 67, 67-78. https://doi.org/10.1016/j.tate.2017.05.014 Denzin, N. K. (2009). The research act: A theoretical introduction to sociological methods. Routledge. Donohoo, J. (2013). Collaborative inquiry for educators: A facilitator’s guide to school improvement. Corwin. Eden, R. (2018, July 1-5). Opening classroom practice to challenge: The role of trust in mathematics teachers’ collaborative inquiry involving co-teaching [Paper presentation]. Making Waves, Opening Spaces, Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia, Auckland, New Zealand. https:// www.merga.net.au/common/Uploaded%20files/Annual%20Conference%20 Proceedings/2018%20Annual%20Conference%20Proceedings/Eden.pdf Gosling, D. (2005). Peer observation of teaching. Staff and Educational Development Association. Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495-500. https://doi.org/10.1177/003172170909000709 Kaufman, T. E., & Grimm, E. D. (2013). The transparent teacher: Taking charge of your instruction with peer-collected classroom data. Jossey-Bass. Kim, Y., & Silver, R. E. (2016). Provoking reflective thinking in post observation conversations. Journal of Teacher Education, 67(3), 203-219. https://doi.org/10.1177/0022487116637120 Kuusisaari, H. (2014). Teachers at the zone of proximal development?Collaboration promoting or hindering the development process. Teaching and Teacher Education, 43, 46-57. https://doi.org/10.1016/j.tate.2014.06.001 Langer, G. M., Colton, A. B., & Goff, L. S. (2003). Collaborative analysis of student work: Improving teaching and learning. Association for Supervision and Curriculum Development. Lee, J. F. K. (2008). A Hong Kong case of lesson study?Benefits and concerns. Teaching and Teacher Education, 24(5), 1115-1124. https://doi.org/10.1016/j.tate.2007.10.007 Lewis, C. C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Heinemann. Lieberman, A., Campbell, C., & Yashkina, A. (2017). Teacher learning and leadership: Of, by, and for teachers. Routledge. Liu, S.-H. (2013). Teacher professional development for technology integration in a primary school learning community. Technology, Pedagogy and Education, 22(1), 37-54. https:// doi.org/10.1080/1475939X.2012.719398 Liu, S.-H, Tsai, H.-C., & Huang, Y.-T. (2015). Collaborative professional development of mentor teachers and pre-service teachers in relation to technology integration. Educational Technology & Society, 18(3), 161-172. Nelson, T. H., Slavit, D., Perkins, M., & Hathorn, T. (2008). A culture of collaborative inquiry: Learning to develop and support professional learning communities. Teachers college record, 110(6), 1269-1303. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage. Saito, E., Murase, M., Tsukui, A., & Yeo, J. (2015). Lesson study for learning community: A guide to sustainable school reform. Routledge. Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2013). Mobilising teacher education: A study of a professional learning community. Teacher Development, 17(1), 1-18. https:// doi.org/10.1080/13664530.2012.752671 Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8 Suzuki, Y. (2012). Teachers’ professional discourse in a Japanese lesson study. International Journal for Lesson and Learning Studies, 1(3), 216-231. https://doi.org/10.1108/204682 51211256429 Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756-773. https://doi.org/10.1080/03075079.2014.950954 Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. New Zealand Ministry of Education. http://www.oecd.org/edu/school/48727127.pdf Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education, 61, 211-224. https://doi.org/10.1016/j.tate.2016.10.014 Xu, H. (2015). The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China. System, 52, 139-148. https://doi. org/10.1016/j.system.2015.05.007 Zaare, M. (2013). An investigation into the effect of classroom observation on teaching methodology. Procedia - Social and Behavioral Sciences, 70(25), 605-614. https://doi. org/10.1016/j.sbspro.2013.01.099 Zepeda, S. J. (2012). Informal classroom observations on the go: Feedback, discussion, and reflection (3rd ed.). Eye on Education. Zhang, J., Yuan, R., & Yu, S. (2017). What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai. Educational Management Administration & Leadership, 45(2), 219-237.