從Hargreaves 教師文化觀點探究資優班教師的合作

Abstract

本研究旨在探討臺北市國小一般智能資優班教師的合作情形，從Hargreaves教師文化的觀點，採個案研究的方式，選取臺北市五所國小一般智能資優班作為研究對象，透過深度訪談法，進行資料蒐集，研究重點在於瞭解並描繪資優班教師不同的合作型態，並探究可能產生的問題及影響教師合作的因素。研究結論如下：(1) 五所資優班分別屬於不同的合作型態，包括：「巴爾幹化」、「人為的共治」、「個人主義」、「合作的文化」及「流動馬賽克」，呈現出從獨立工作到動態交疊的多樣教師文化面貌。沒有單一的、最好的合作模式，資優班教師應先瞭解自身的條件與資源，再探究可能的限制與問題；(2) 依據研究結果，提供資優班教師在教學上與後續研究的相關建議。

The study aimed to explore teacher collaboration in gifted classes for elementary school students talented in intelligence in Taipei from the viewpoint of Hargreaves' teacher culture. The paper adopted a case-study approach; subjects were the gifted education teachers from five elementary schools in Taipei. Data was collected through anin-depth interview. The study focused on the understanding of the teacher collaboration practice in the gifted classes, patterns of collaboration, and factors that influence the state of teacher collaboration in their schools. The findings of the study were as follows: (1)Each of five gifted classes described a different pattern of collaboration, including Balkanization, Contrived Collegiality, Individualism, Collaboration, Moving Mosaic, and showing teacher culture diversity from independent work to dynamic overlap. There was no single best model of cooperation. Teachers of gifted classes should understand their own teaching conditions and resources, and then explore possible limitation and problems in teacher cooperation; (2)The results provided a reference for teaching and research.