從生態系統看教師專業社群之建構

Viewing the Construction of Teachers' Professional Community from the Ecological System

10.6423/HHHC.202107_(134).0009

許哲銘(Che-Ming Hsu)

生態系統 ； 教師專業發展 ； 學習社群 ； 行動研究 ； Ecosystem ； Professional development of teacher ； Learning community ； Action research

學校行政

134期（2021 / 07 / 16）

187 - 202

繁體中文

本研究的目的是探究建構教師專業社群時，如何以「生態系統」的觀點，來看學校於推展教師專業發展時，在相關行政措施及作為所肩負之角色與責任；此外，針對行政制度的建立、內外部資源的整合與校長、主任及社群領導人核心價值之建立，以期教師專業社群能永續經營。研究者也希望能對社群成員在參與教師專業發展時，進行相關意見的調查與瞭解，以進而做為行政部門未來在政策規劃與執行上的重要參考依據。本研究在「生態系統」觀點下，探討有關教師社群實際運作的樣貌及社群成員專業成長的內涵，與其具備行動研究特性的相關情形，以作為學校發展專業社群的策略擬定與實務推展之參考。根據上述研究方法，本研究主要結論為：首先，在當前追求組織效能與永續發展的潮流下，透過生物與非生物因子間之交互作用，不斷地進行物質的交換和能量的傳遞，並藉由物質流和能量流的連接，進而得以形成一個完整的「教師專業社群生態系統」。再者，學校行政團隊在教師專業社群發展時，肩負相當程度支持者的角色，並以建構適合社群發展之棲地營造為努力目標。最後，在行政與教師團隊有效整合學校內、外部資源下，讓教師專業社群得以有經費進行研習、參訪，且透過學術與實務資源的整合，推展行動研究以解決教學現場的相關問題。本研究建議，在領導者、行政與教學團隊擁有相同之願景，透過對話形塑與建立核心價值，讓團隊成員與組織發展目標相結合，使人人都能成為社群領導人。

The purpose of this study is to explore how to use the ＂ecosystem＂ point of view when constructing a professional community of teachers to see the roles and responsibilities of the relevant administrative measures and actions in the development of teachers' professional development. In addition, the establishment of an administrative system, the integration of internal and external resources, and the establishment of the core values of principals, directors, and community leaders, in order to enable the professional community of teachers to operate sustainably. Researchers also hope to investigate and understand the relevant opinions of community members when they participate in professional development of teacher, so as to serve as an important reference for the future policy planning and implementation of administrative departments. From the viewpoint of ＂ecosystem＂, this study explores the actual operation of teacher communities and the connotation of professional growth of community members, as well as the relevant situations with action research characteristics, so as to provide a reference for the strategy formulation and practice promotion of school professional communities. According to the above research methods, the main conclusions of this study are as follows: First, Under the current trend of pursuing organizational effectiveness and sustainable development, through the interaction between biological and abiotic factors, the exchange of substances and the transfer of energy are continuously carried out, and through the connection of material flow and energy flow, complete a form for ＂teacher professional community ecosystem＂. Second, the school administrative team shoulders the role of a considerable degree of supporters in the development of the professional community of teachers, and strives to build a habitat suitable for community development. Finally, under the effective integration of the internal and external resources of the school and the teacher team, the professional community of teachers can be funded for study and visits, and through the integration of academic and practical resources, action research can be carried out to solve related problems at the teaching site. This study suggests that leaders, executives, and teaching teams share the same vision, shape and build core values through dialogue, and allow team members to integrate with organizational development goals so that everyone can become a community leader.

1. 陳章波,謝蕙蓮,蔡碧芝(2007)。學自生態的智慧 Ecological wisdom。國立臺灣博物館學刊，60(4)，9-24。
   連結：
2. 劉載興,何淑玫,許哲銘(2010)。初探國小階段學校本位轉介前介入服務模式的建構－以德音國小為例。特殊教育季刊，115，23-30。
   連結：
3. Abrahamson,Raúl(2018).A Call to Action: Towards an Ecological Dynamics Theory of Mathematics Learning, Teaching, and Design.Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
4. Bates, Daniel G.(Ed.),Tucker, Judith(Ed.)(2010).Human Ecology: Contemporary Research and Practice.Springer Science +Business Media, LLC.
5. Borrero, Noah, Yeh,Christine(2015).Using Ecological Asset Mapping to Investigate Pre-Service Teachers’ Cultural Assets.International Journal of Multicultural Education,18(3),114-137.
6. Bronfenbrenner, U.(1979).The Ecology of Human Development: Experiments by Nature and Design.Cambridge, MA:Harvard University Press.
7. Goleman, Daniel,Barlow, Zenobia,Bennett, Lisa.(2009).Forging New Norms in New Orleans: From Emotional to Ecological Intelligence.Teacher Education Quarterly,37(4),87-98.
8. Harvey, Marina,Coulson, Debra,Mc Maugh, Anne(2016).Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education.Journal of University Teaching & Learning Practice,13(2)
9. Raus, Rea,Falkenberg, Thomas(2013).The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher.Journal of Teacher Education for Sustainabilit,16(2),103-114.
10. 林瑜一(2015).新北市三級教師專業學習社群 102 學年度成果專刊.新北市政府教育局.
11. 郭進隆（譯）,Senge, Peter M.(1993).第五項修練-學習型組織的藝術與實務.臺北:天下文化書坊.
12. 湯志民(2006).學校建築與校園規劃.臺北:五南.
13. 黃迺毓(1998).家庭教育學.臺北:五南.
14. 楊秦怡(1991)。高雄，國立中山大學資管所。
15. 翟慎思(2010)。桃園，國立中央大學哲學研究所。
16. 蔡育澤(2012)。臺中，國立臺中教育大學。
17. 盧瑞陽(2013)。網路虛擬社群之社群意識、社群依賴與社群公民行為之研究。大學企管教育之發展與未來。第 16 屆科技整合管理研討會，台北:
18. 簡志娟(1996)。臺中，國立台灣師範大學家政教育研究所。

1. (2024)。中小學教師專業學習社群運作與成效之研究：社群召集人觀點。師資培育與教師專業發展期刊，17(1)，1-28。