教師培力與實踐社會情緒學習：以一所KIST公辦民營實驗學校為例

Abstract

鄉村學校 (Rural schools) 的特殊性在於其地緣脈絡與文化背景的多元。從教育機會均等與社會正義的視角來看，學校不僅是鄉村地區的重要資源中心，更在脆弱且不穩定的文化環境中，扮演回應與支持學生需求的關鍵角色。近年，社會情緒學習 (Social Emotional Learning , SEL) 備受重視，亦成為許多學校實踐的重要指標。本研究以鄉村教育的可能為核心，探討學校發展社會情緒學習之背景，及其教師培力與實踐社會情緒學習的歷程，採用個案研究法，聚焦臺灣一所鄉村環境的公辦民營實驗學校，以該校教師為研究對象，透過參與式觀察、訪談與文件分析，了解教師在校園中實踐社會情緒學習的培力背景與應用情境。本研究具體提出的結論如下：壹、個案學校推動社會情緒學習的背景，核心為回應學生多元樣態。推動歷程由行政團隊準備與研究為始，至關注教師需求，「社會情緒學習」理念成為校園重要的語言文本，漸進成為具共識的校園願景，進而促進教師參與培力與實踐社會情緒學習的動能

貳、教師培力與實踐社會情緒學習於教學的轉化歷程，具有問題經驗化、培力與資源應用，到內化與實踐的的階段性循環過程。其中，教師在培力與實踐社會情緒學習的轉化歷程，不僅促進師生雙向互動，亦對教師信念與教學創新產生正面影響

參、以社會情緒學習理念為核心，個案學校教師集體共創之「對話空間」對教師培力與實踐社會情緒學習具有關鍵的作用，其對話空間包含組織層面、教師層面與師生層面 一、「組織」對話的創建：透過制度性的支持與學校領導進行建構，包含校長定期晤談、教務處發揮協調與支持的角色，及學校與教育基金會的合作，提供教師持續的專業與情緒支持 二、「教師」對話的創建：包含共學社群、雙導師制度，以及即時溝通機制與共備活動的實施，促進教師間的經驗交流與共同成長 三、「師生」對話的創建：透過班級輔導時間、專題式學習課程以及品格聯絡簿等方式，深化師生間的情感連結與社會情緒學習的實踐The uniqueness of rural schools lies in their diverse geographical and cultural contexts. From the perspectives of educational equity and social justice, schools in rural areas serve not only as critical community resource hubs but also play a pivotal role in responding to and supporting students’ needs within often fragile and unstable cultural environments. In recent years, Social Emotional Learning (SEL) has garnered increasing attention and has become a key indicator in many schools’ educational practices.This study centers on the potential of rural education, examining the contextual factors influencing the development of SEL in schools, as well as the processes through which teachers are empowered and implement SEL in practice. Employing a case study methodology, this research focuses on a public-private partnership experimental school located in a rural area of Taiwan. The participants are the school's teachers, and data were collected through participant observation, interviews, and document analysis to investigate the conditions that support teacher empowerment and the practical application of SEL in the school setting.The findings of this study are as follow:

1. The implementation of SEL in the case school is primarily driven by the need to address student diversity. The process began with preparation and research led by the administrative team, followed by a growing attention to teachers’ needs. The concept of SEL gradually became a central discourse on campus, eventually evolving into a shared vision that fostered teacher engagement in SEL-related professional development and pedagogical practices.

2. The process of teacher empowerment and transformation in SEL practice follows a cyclical trajectory, encompassing the stages of problem-based experience, empowerment and resource application, and eventual internalization and implementation. This transformation not only facilitates bidirectional interactions between teachers and students but also positively impacts teachers’ professional beliefs and instructional innovation.3. Centering SEL as a core educational philosophy, the collaborative creation of “dialogic spaces” among teachers plays a crucial role in teacher empowerment and the implementation of SEL. These dialogic spaces operate on three interconnected levels: organizational, teacher, and teacher-student. (1) Organizational dialogic spaces are established through institutional support and school. leadership, including regular principal-teacher meetings, the coordinating and supportive role of the academic affairs office, and partnerships between the school and educational foundations, all of which provide ongoing professional and emotional support for teachers.(2) Teacher-level dialogic spaces include professional learning communities, a dual-mentorship system, real-time communication mechanisms, and collaborative lesson planning activities, all of which promote experience sharing and collective professional growth among teachers.

(3) Teacher-student dialogic spaces are created through class advisory periods, project-based learning curricula, and character development journals, which deepen emotional connections and support the practical implementation of SEL.