促動改變的扳手：學習共同體影響學校變革之分析

Leverage for Change: An Analysis of the Influence of the Learning Community on Changes in School

10.6209/JORIES.2017.62(4).08

潘慧玲(Hui-Ling Wendy Pan)

學校發展力 ； 學校變革 ； 學習共同體 ； 學習領導 ； capacity for school development ； leadership for learning ； learning community ； school change

教育科學研究期刊

62卷4期（2017 / 12 / 01）

209 - 239

繁體中文

學習共同體作為改變教育現場的一項取徑，在臺灣已實施數年。本研究以自願參與教育部「學習領導下的學習共同體」計畫之試辦學校為對象，探討學校發展為學習共同體的程度，以及學習共同體促動學校產生變革的情形。針對32所中小學，採問卷調查法進行研究。結果顯示，試辦學校經過1年的試作後，教師對自己學校具有學習共同體特徵，展現正向知覺。在四項落實學習共同體特徵（構面）的得分上，以「願景與認同」最高；其次為「變革的學習」、「支持性與分散性領導」與「分享的個人實務」。而教師參與學習共同體的研討與實作經驗愈多，學校愈能彰顯學習共同體的特徵。另對於學校變革的影響，學習共同體特徵之一的「願景與認同」未具顯著解釋力；「分享的個人實務」對於三項學校變革（教師的課堂教學、教師的專業學習及學校發展力）保持一貫的影響力；「支持性與分散性領導」與「變革的學習」則各對教師的專業學習、學校發展力發揮促進作用。此研究結果除呈現學校在學習共同體各構面的落實情形，也揭示了學校要能產生變革，需要掌握的學習共同體之關鍵要素。

The learning community, as an approach to influencing changes in schools, has been implemented for several years in Taiwan. To explore how a school develops itself as a learning community and how the learning community triggers changes in the school, the study recruited schools voluntarily attending the MOE-funded project titled ＂Learning Community under Leadership for Learning＂ as subjects. A survey was conducted in the 32 participatory schools. The study results indicated that teachers had positive perceptions regarding their schools with features of the learning community. Among the four features (dimensions) of the learning community, ＂vision and recognition＂ was ranked as the top feature, followed by ＂learning for change,＂ ＂supportive and distributed leadership,＂ and ＂shared personal practice.＂ In addition, the higher the level of project participation, the more schools exhibited features of the learning community. Moreover, regarding the influence of the learning community on changes in schools, this study revealed that ＂vision and recognition＂ had no significant impact, while ＂shared personal practice＂ consistently exerted an effect on teachers' classroom teaching methods and professional learning, and the capacity for school development. ＂Supportive and distributed leadership＂ and ＂learning for change＂ influenced teachers' professional learning and the capacity for school development, respectively. The aforementioned results revealed how schools establish themselves as learning communities. Furthermore, the results revealed the vital elements of the learning community that might influence changes in school.

1. 阮孝齊、王麗雲(2017)。縣市教育資源對學習共同體擴散影響之研究。教育研究集刊，63(1)，69-107。
   連結：
2. 張青松(2013)。學習共同體在國文教學之實踐成效與建議─以101學年度中正高中一年級國文科為例。中等教育，64(3)，117-127。
   連結：
3. 游秀靜、唐淑華(2015)。因「被看見」而「能看見」：「學習共同體公開授課」對促進教師專業成長之個案研究。中等教育，66(1)，16-39。
   連結：
4. 黃囇莉、洪才舒(2017)。學習的意義感：建立、失落及再創生。教育科學研究期刊，62(1)，133-162。
   連結：
5. 潘慧玲、張素貞、沈靜濤(2013)。專業學習社群在教師專業發展評鑑中介下的發展：一所國中個案研究。教育研究發展期刊，9(2)，145-173。
   連結：
6. 潘慧玲、張淑涵(2014)。策劃學校發展的資料運用：一所高中個案研究。教育科學研究期刊，59(1)，171-195。
   連結：
7. 潘慧玲、陳玟樺(2015)。教師開展學習共同體的反思性實踐。中等教育，66(1)，40-57。
   連結：
8. 薛雅慈曉華(2014)。國中教師以學習共同體啟動新學習型態之研究。教育科學研究期刊，59(1)，101-140。
   連結：
9. Dewey, J. (1927). The public and its problems. Athens, OH: Swallow Press.
10. Akerson, V. L.,Cullen, T. A.,Hanson, D. L.(2009).Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice.Journal of Research in Science Teaching,46(10),1090-1113.
11. Anderson, P.(1999).Complexity theory and organization science.Organization Science,10(3),216-232.
12. Andrews, D.,Crowther, F.(2002).Parallel leadership: A clue to the contents of the black box of school reform.The International Journal of Educational Management,16(4),152-159.
13. Blase, J.,Blase, J. R.(1994).Empowering teachers: What successful principals do.Thousand Oaks, CA:Corwin Press.
14. Bolam, R.,McMahon, A.,Stoll, L.,Thomas, S.,Wallace, M.(2005).Creating and sustaining effective professional learning communities.London, UK:DfES.
15. Brown, S.,Eisenhardt, K.(1998).Competing on the edge.Boston, MA:Harvard Business School Press.
16. Bryk, A. S.,Schneider, B.(2003).Trust in schools: A core resource for school reform.Educational Leadership,60(6),40-45.
17. Calderhead, J.(Ed.)(1988).Teachers' professional learning.London, UK:The Falmer Press.
18. Copland, M. A.(2003).Leadership of inquiry: Building and sustaining capacity for school improvement.Educational Evaluation and Policy Analysis,25(4),375-395.
19. Curtis, D. D.,Lawson, M. J.(2001).Exploring collaborative online learning.Journal of Asynchronous Learning Networks,5(1),21-34.
20. Eaker, R.,DuFour R.,DuFour, R.(2002).Getting started: Reculturing schools to become professional learning communities.Bloomington, IN:National Educational Service.
21. Elbaz, F.(1983).Teacher thinking: A study of practical knowledge.New York, NY:Nichols.
22. Fontana, W.,Ballati, S.(1999).Complexity.Complexity,4(3),14-16.
23. Fullan, M.(2010).All systems go: The change imperative for whole system reform.Thousand Oaks, CA:Corwin Press.
24. Furman, G. C.(1998).Postmodernism and community in schools: Unraveling the paradox.Educational Administration Quarterly,34(3),298-328.
25. Geijsel, F.,Van Den Berg, R.,Sleegers, P.(1999).The innovative capacity of schools in primary education: A qualitative study.International Journal of Qualitative Studies in Education,12(2),175-191.
26. Graham, P.(2007).Improving teacher effectiveness through structured collaboration: A case study of a professional learning community.Research in Middle Level Education Online,31(1),1-17.
27. Hallinger, P.(2011).Leadership for learning: Lessons from 40 years of empirical research.Journal of Educational Administration,49(2),125-142.
28. Hallinger, P.(2012).Leadership for 21st century schools: From instructional leadership to leadership for learning.conference on School Leadership that Makes a Difference,Rome, Italy:
29. Hargreaves, A.,Goodson, I.(2006).Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity.Educational Administration Quarterly,42(1),3-41.
30. Hargreaves, D. H.(2011).System redesign for system capacity building.Journal of Educational Administration,49(6),685-700.
31. Harris, A.(2001).Building the capacity for school improvement.School Leadership & Management,21(3),261-270.
32. Harris, H.,Muijs, D.(2005).Improving schools through teacher leadership.Maidenhead, UK:Open University.
33. Hipp, K. A.(Ed.),Huffman, J. B.(Ed.)(2010).Demystifying professional learning communities: School leadership at its best.New York, NY:Rowman & Littlefield Education.
34. Hord, S. M.(1997).Professional learning communities: Communities of continuous inquiry and improvement.Austin, TX:Southwest Educational Development Laboratory.
35. Hord, S. M.(Ed.)(2004).Learning together, leading together: Changing schools through professional learning communities.New York, NY:Teachers College Press.
36. Huffman, J. B.(Ed.),Hipp, K. K.(Ed.)(2003).Reculturing schools as professional learning communities.Lanham, MD:Scarecrow Education.
37. Isoda, M.(2011).Problem solving approaches in mathematics education as a product of Japanese lesson study.Journal of Science and Mathematics Education in Southeast Asia,34(1),2-25.
38. Jackson, P.(1968).Life in classrooms.New York, NY:Holt, Rinehart & Winston.
39. Joyce, B.(Ed.)(1990).Changing school culture through staff development.Alexandria, VA:Association of Supervision and Curriculum Development.
40. King, M. B.,Bouchard, K.(2011).The capacity to build organizational capacity in schools.Journal of Educational Administration,49(6),653-669.
41. Lambert, L.(1998).Building leadership capacity in schools.Alexandria, VA:Association for Supervision and Curriculum Development.
42. Lingard, B.,Hayes, D.,Mills, M.,Christie, P.(2003).Leading learning: Making hope practical in schools.Philadelphia, PA:Open University Press.
43. Lortie, D.(1975).Schoolteacher: A sociological study.Chicago, IL:University of Chicago Press.
44. Louis, K. S.(2007).Changing the culture of schools: Professional community, organizational learning, and trust.Journal of School Leadership,16(5),477-487.
45. Louis, K. S.(Ed.),Kruse, S. D.(Ed.)(1995).Professionalism and community: Perspectives on reforming urban schools.Thousand Oaks, CA:Corwin.
46. MacBeath, J.(Ed.),Dempster, N.(Ed.)(2009).Connecting leadership and learning: Principles for practice.London, UK:Routledge.
47. Marsh, J. A.,Pane, J. F.,Hamilton, L. S.(2006).Making sense of data-driven decision making in education.Santa Monica, CA:RAND.
48. Matachi, A.(2006).Capacity building framework.
49. Morrison, K.(2010).Complexity theory, school leadership and management: Questions for theory and practice.Educational Management Administration & Leadership,38(3),374-393.
50. Pan, H.-L. W.(2014).School practices of leading learning in Taiwan.Leading and Managing,20(2),27-42.
51. Putnam, R. T.,Borko, H.(2000).What do new views of knowledge and thinking have to say about research on teacher learning?.Educational Researcher,29(1),4-15.
52. Richardson, V.(1990).Significant and worthwhile change in teaching practice.Educational Researcher,19(7),10-18.
53. Richardson-Koehler, V.(Ed.)(1987).Educators' handbook: A research perspective.New York, NY:Longman.
54. Rosenholtz, S.(1989).Teacher's workplace: The social organization of schools.New York, NY:Longman.
55. Schön, D.(1982).The reflective practitioner.New York, NY:Basic Books.
56. Senge, P.(1990).The fifth discipline: The art and practice of the learning organization.New York, NY:Currency Doubleday.
57. Sergiovanni, T. J.(2001).The principalship: A reflective practice perspective.Needham, MA:Allyn & Bacon.
58. Smylie, M. A.(1988).The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change.American Educational Research Journal,25(1),1-30.
59. Spillane, J. P.,Halverson, R.,Diamond, J. B.(2004).Towards a theory of leadership practice: A distributed perspective.Journal of Curriculum Studies,36(1),3-34.
60. Spillane, J. P.,Halverson, R.,Diamond, J. B.(2001).Investigating school leadership practice: A distributed perspective.Educational Researcher,30(3),23-28.
61. Stigler, J. W.,Hiebert, J.(1999).The teaching gap: Best ideas from the world's teachers for improving education in the classroom.New York, NY:Free Press.
62. Stoll, L.(2009).Capacity building for school improvement or creating capacity for learning? A changing landscape.Journal of Educational Change,10(2-3),115-127.
63. Trimbur, J.(1989).Consensus and difference in collaborative learning.College English,51(6),602-616.
64. Vescio, V.,Ross, D.,Adams, A.(2008).A review of research on the impact of professional learning communities on teaching practice and student learning.Teaching and Teacher Education,24(1),80-91.
65. Vygotsky, L. S.,Cole, M.(ed.),John-Steiner, V.(ed.),Scribner, S.(ed.),Souberman, E.(ed.)(1978).Mind in society: The development of higher psychological processes (Rev. ed.).Cambridge, MA:Harvard University Press.
66. Wahlstrom, K. L.,Louis, K. S.(2008).How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility.Educational Administration Quarterly,44(4),458-495.
67. Wenger, E.,McDermott, R.,Snyder, W. M.(2002).Cultivating communities of practice.Cambridge, MA:Harvard Business School Press.
68. Wong, J. L.(2010).What makes a professional learning community possible? A case study of a mathematics department in a junior secondary school of China.Asia Pacific Education Review,11(2),131-139.
69. 佐藤學、黃郁倫譯、鍾啟泉譯(2012)。學習的革命：從教室出發的改革。臺北市=Taipei, Taiwan:親子天下=Parenting。
70. 佐藤學、鍾啟泉譯(2004)。學習的快樂：走向對話。北京市=Beijing, China:教育科學=Education Science Press。
71. 佐藤學、鍾啟泉譯(2010)。學校的挑戰：創建學習共同體。上海市=Shanghai, China:華東師範大學=East China Normal University。
72. 佐藤學、鍾啟泉譯、陳靜靜譯(2012)。教師的挑戰：寧靜的課堂革命。上海市=Shanghai, China:華東師範大學=East China Normal University。
73. 邱皓政(2010)。量化研究方法（二）：統計原理與分析技術（修訂版）。臺北市=Taipei, Taiwan:雙葉書廊=Yeh Yeh Book Gallery。
74. 翁敏慧、黃純真、賴逸超(2013)。學習共同體試辦之體驗。臺灣教育評論月刊，2(1)，91-92。
75. 張堯卿(2013)。一位高中教師對「學習共同體」的省思。臺灣教育評論月刊，2(3)，63-64。
76. 潘慧玲、李麗君、黃淑馨、余霖、薛雅慈(2014)。學習領導下的學習共同體1.1版。
77. 潘慧玲、李麗君、黃淑馨、余霖、薛雅慈(2016)。學習領導下的學習共同體入門手冊1.2版。
78. 潘慧玲、陳佩英、張素貞、鄭淑惠、陳文彥(2014)。從學習領導論析學習共同體的概念與實踐。市北教育學刊，45，1-28。
79. 潘慧玲、黃淑馨、李麗君、余霖、劉秀嫚、薛雅慈(2015)。學習領導下的學習共同體進階手冊2.0版。

1. 江姮姬,王淑麗,丁一顧(2019)。國小校長共創式領導與教師專業學習社群關係之研究：以教師信任為中介變項。教育科學研究期刊，64(3)，237-264。
2. 馬孟平,林斌(2021)。國民中小學學習共同體運作評估指標系統之建構：學習領導之觀點。教育學誌，45，99-149。
3. 潘慧玲,陳文彥(2019)。校長領導對教師學習領導的影響：檢視信任關係與學業強調的調節作用。教育科學研究期刊，64(1)，119-147。
4. 潘慧玲,洪瑞璇(2022)。共治共學觀關乎課程變革？教師對十二年國教課綱變革意向的影響因素。當代教育研究季刊，30(1)，1-5+7。
5. 潘慧玲,洪瑞璇(2022)。社會資本與學校變革的相互促動：學習共同體的實踐分析。教育研究集刊，68(2)，1-37。
6. 潘慧玲,洪瑞璇(2022)。校長在學習領導踐行中的資本運用與建構：以推動學習共同體為例。教育科學研究期刊，67(1)，159-191。
7. 潘慧玲,許筠萱(2019)。分散性領導在推動學習共同體中的實踐：以一所國中國文教師學習社群為案例。學校行政，119，197-214。
8. 潘慧玲、陳文彥(2018)。校長促進教師專業學習的槓桿：校長學習領導對教師課堂教學研究影響之中介模式分析。教育研究集刊，64(3)，79-121。
9. 顏雪卿,張媛甯(2020)。學習共同體運用於國中地理科學習成效之研究。學校行政，129，141-165。
10. (2019)。高中職校長翻轉領導指標權重體系之建構。教育與心理研究，42(3)，1-26。
11. (2021)。學校變革生發的場域分析：以學習共同體為焦點。臺灣教育社會學研究，21(1)，49-90。