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研究生:梁靜旻
研究生(外文):Ching-Ming Liang
論文名稱:國小教師運作英語專業學習社群之研究---以臺中市快樂國小為例
論文名稱(外文):A Study on the Operation of an English Professional Learning Community at Happy Elementary School in Taichung City
指導教授:吳俊憲吳俊憲引用關係
指導教授(外文):Chun–Hsien Wu
口試委員:黃政傑張素貞
口試委員(外文):Jenq-Jye HwangSu-Jen Chang
口試日期:2011-11-09
學位類別:碩士
校院名稱:靜宜大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:100
語文別:英文
論文頁數:130
中文關鍵詞:國小教師專業學習社群教師專業發展
外文關鍵詞:Elementary School TeacherProfessional Learning CommunityProfessional Development
相關次數:
  • 被引用被引用:11
  • 點閱點閱:428
  • 評分評分:
  • 下載下載:16
  • 收藏至我的研究室書目清單書目收藏:3
本研究旨在瞭解臺中市快樂國小英語專業學習社群之形成與實際運作於教育現場之情形、困境,以及其對於教師專業成長與學生學習的影響。

為達研究目的,研究者透過訪談三位快樂國小教師、參與觀察英語社群的運作情形、教室觀察、文件分析的方式進行資料蒐集,依據研究目的與問題獲得如下結論:
一、快樂國小英語學習社群經由學校推動而成立,社群運作型態以主
題探索研討、專題講座與同儕省思對話之活動為主。
二、分享個人實務、支持性的環境、共同的信念和價值與願景、合作
學習與應用、支持與分享性的領導是快樂國小英語專業學習社群
的五大運作特徵。
三、運作時間的安排、參與成員不足,是快樂國小英語專業學習社群
的主要困境。
四、參與專業學習社群可使得教師專業發展的能力有:班級經營、教
學法、教學技巧、合作學習、自信心的培養、人際關係的建立。
五、透過學生的課堂表現與肯定,可檢視學生的英語學習情形與教師
的專業成長。

本研究依據研究過程、研究發現與研究結果,對教育行政主管機關、學校行政、教師以及未來研究提出具體建議。

The purpose of this study is to understand the operation, the current situation and the difficulties of English professional learning community at Happy Elementary School in Taichung City. In addition, teachers’ professional development and students’ English learning are also discussed in the study.

In the study, the researcher interviewed three teachers who serve at Happy Elementary School, participated activities of English professional learning community, conducted a classroom observation and analyzed data collected from teachers and students. The findings of this study are:
1.The establishment of English professional learning community is by the encouragement from school staffs. Discussions, lectures and dialogues are types of activities in the English professional learning community.
2.Shared personal practice, supportive condition, shared beliefs, values, and vision, collective creativity and shared and supportive leadership are characteristics of the professional learning community.
3.Time arrangement and lack of member are main difficulties of the English professional learning community.
4.Teachers can develop their professions in classroom management, pedagogy, teaching skills, team work, building confidence and relationships through the participation of the professional learning community.
5.Students’ positive English learning behaviors in the classroom show the evidence of teacher’s professional growth.

In the end, the research proposed practical suggestions for teachers, schools, education bureau and further studies.

TABLE OF CONTENTS
ABSTRACTS…………………………………………………… i
ACKNOWLEDGEMENTS……………………………………… v
TABLE OF CONTENTS………………………………………… vi
LIST OF TABLES ……………………………………………… ix
LIST OF FIGURES……………………………………………… x
CHAPTER ONE: INTRODUCTION
Introduction …………………………………………………………… 1
Statement of Problem ………………………………………………… 2
Purpose of Study ……………………………………………………… 6
Research Question …………………………………………………… 6
Definition of Terms …………………………………………………… 7
Limitations …………………………………………………………… 7
CHAPTER TWO: REVIEW OF THEORIES AND LITERATURE
Introduction …………………………………………………………… 9
Professional Learning Community…………………………………… 9
Teacher’s Professional Development ………………………………… 22
Related Researches …………………………………………………… 28
CHAPTER THREE: METHODOLOGY
Introduction …………………………………………………………… 35
Site and Participants Selection ………………………………………… 36
Researcher’s Role ……………………………………………………… 43
Data Collection ………………………………………………………… 44
Data Analysis…………………………………………………………… 52
Validity and Reliability………………………………………………… 53
CHAPTER FOUR: RESULTS
Introduction …………………………………………………………… 55
Summary ……………………………………………………………… 83
CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
Introduction …………………………………………………………… 87
Discussions of Research Questions …………………………………… 87
Recommendations ……………………………………………………… 93
Conclusion ……………………………………………………………… 97
Reflection ……………………………………………………………… 98
REFERENCES…………………………………………………… 102
APPENDIX A …………………………………………………… 111
APPENDIX B …………………………………………………… 112
APPENDIX C …………………………………………………… 113
APPENDIX D …………………………………………………… 114
APPENDIX E …………………………………………………… 115
APPENDIX F …………………………………………………… 116
APPENDIX G …………………………………………………… 117
APPENDIX H …………………………………………………… 118
APPENDIX I …………………………………………………… 119
APPENDIX J …………………………………………………… 120
APPENDIX K …………………………………………………… 121


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