新北市國小自然領域教師參與專業學習社群經驗之研究

Abstract

本研究探討新北市國小自然領域教師參與教師專業學習社群的現狀、影響和關鍵因素。透過訪談三位常年經營或參與教師專業學習社群的自然領域教師，了解其社群運作方式、其社群活動對於自身自我效能感的影響以及社群活動對學生科學學習動機及學習成效的影響。最後統整出自然領域教師專業學習社群社群活動的種類、影響教師參與教師專業學習社群的關鍵因素及提升學生科學學習動機的方法。本研究使用質性深度訪談法進行研究，蒐集訪談資料、文件及相關檔案，最終依據研究目的及問題提出以下結論：一、自然領域的教師學習社群具有多元的社群活動能促進教師的專業知能。二、促進教師的自我效能感、領導者的關心與支持、相互支持與信任的關係、社群目標的具體實踐及學生成長與行政的具體支持是維持教師專業學習社群運作的五項關鍵因素。三、教師參與教師專業學習社群能夠帶給學生在科學學習動機、學習成效及多元能力等三方面的影響。根據以上結論，研究者提出以下建議：一、鼓勵自然領域教師參與社群並與夥伴共建課程。二、鼓勵社群領導人透過多元的進修管道引入外部資源促進社群成員成長，並適時的關懷每一位社群成員。三、鼓勵學校行政給予社群支持並善用政策與計畫鼓勵教師參與社群。IntroductionThis study explores the current situation, impacts, and key factors influencing elementary school science teachers' participation in professional learning communities (PLCs). Through interviews with three science teachers who have long been involved in or managed PLCs, the study aims to understand the operational mechanisms of these communities, the impact of community activities on teachers' self-efficacy, and the effects of these activities on students' motivation and learning outcomes in science. Finally, the study synthesizes the types of activities within science teachers' PLCs, the key factors influencing teachers' participation, and methods to enhance students' motivation in science learning.Research methodThis study employs a qualitative in-depth interview method for data collection, gathering interview transcripts, documents, and relevant files. Based on the research objectives and questions, the following conclusions are drawn:ConclusionThe professional learning communities of science teachers offer diverse community activities that can enhance teachers' professional knowledge and skills.Five key factors for maintaining the operation of professional learning communities are: fostering teachers' self-efficacy, the care and support of community leaders, mutual support and trust among members, the concrete implementation of community goals, and the support for student growth and administrative backing.Teachers' participation in professional learning communities can positively influence students in three areas: motivation in science learning, learning outcomes, and the development of diverse abilities.RecommendationEncourage teachers in the natural sciences to participate in communitiesand collaboratively develop curricula with their peers.Encourage community leaders to utilize diverse professional development channels to introduce external resources, promote the growth of community members, and provide timely care for each member.Encourage school administrators to support communities and effectively use policies and programs to motivate teachers to engage in these communities.