敲響牡蠣的硬殼—小學國際教育社群教師文化之敘事探究

Abstract

本研究採用敘事探究的取徑，探究小學推動國際教育的社群教師文化。研究呈現一位小學教師以敘事探究的方法，邀請國際教育社群的三位協作者參與，透過經驗回溯、相互敘說、文件分析、課堂觀察、重要關係人訪談等多元方法蒐集資料，瞭解一間位在都會區公立小學的社群教師，在發展國際教育、追求國際學校獎認證過程所形塑的教師文化，以及與國際教育社群教師文化相關的教育議題及其啟示。本研究從微觀如教師同儕互動呈現合作、孤立或是強制領導／人為共治，面對外部社會環境的結構變化，乃至鉅觀如全球化影響，產生互異的價值信念與作為，藉此研究之經驗敘說與探究，將教師文化的經驗意義化。故事從研究者自我敘說的文化視角出發，走進研究場域依序分關鍵事件撰寫，採Lieblich等人（2008）所提「整體—內容」的模式，進行經驗詮釋分析，研究分析國際教育社群教師文化內外脈絡，進而逐層分析場域內不同行動主體所採取的互動策略，得到研究結論分成三個層面：一、國際教育社群教師在發展共識的過程，逐級催生新的教師文化，實踐具前瞻性的國際教育行動，產生跨文化理解，營造共融交流平臺，並經由參與國際學校獎項認證，影響場域思維。二、國際教育社群包含不同的行動主體，其對應的焦點和採取的行動各異，場域裡的教師類型可歸納為創新協作者、積極順從者、創新觀察者與勉強配合者。三、小學推動國際教育之教師文化，反映出公校因應減班危機的品牌策略、藉外部認證機制催化學校行政效能，以及均衡教育資源分配、推動多元素養並確保學生受教權等啟示。最後依據結論，對國際教育社群、教育政策及後續研究提出具體建議，以供參酌。This study adopts narrative inquiry to explore the teacher culture of Professional Learning Community (PLC) in international education in elementary schools. The study presents an elementary school teacher who applied narrative inquiry and invited three collaborators from PLC in international education to participate. Through multiple methods such as retrospection, mutual narration, document analysis, classroom observation, and interviews with key stakeholders, the teacher culture of international education in an urban public elementary school was shaped in the process of developing international education and pursuing the International School Award certification, as well as the educational issues related to teacher culture of PLC in international education and the implications.This study lays focus on the internal, micro-level dynamics as collegial relationships among teachers, manifesting as collaboration, isolation, or contrived collegiality, as well as structural changes in the external social environment and even macro-level influences like globalization, diverse values and actions are expressed. The experiential meanings of teacher culture are constructed through narrative inquiry. Started from the cultural perspective of the researcher's self-narration, and followed by key events in the research field, the data were then analyzed using holistic-content method proposed by Lieblich et al. (2008) to conduct empirical interpretation and analysis. The cultural context of the teachers of PLC in international education is analyzed. Furthermore, the interaction strategies between different subjects in the field were analyzed layer by layer. The conclusions are divided into three levels: 1.In the process of developing consensus, the teacher culture of PLC in international education has changed its forms due to different stages. The teachers practiced forward-looking international education actions, created an inclusive exchange platform through cross-cultural understanding, and influenced mindsets in the field through the application of International School Award Certificate.2.The PLC in international education consists of different subjects, with different focuses and actions. The types of teachers involved in the field can be summarized as innovative collaborators, active followers, innovative observers and reluctant partners.3.The teacher culture of promoting international education in elementary schools reflects the brand strategy of public schools in response to enrolment crisis, applying external certification to catalyze school administrative efficiency, and pursuing the balanced allocation of educational resources, the promotion of multi-faceted literacy and the guarantee of students' right to education. Finally, based on the conclusions, specific recommendations are made to the PLC in international education, education policies, and follow-up researchers for reference.