| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 106 === In recent years, under the trend of professional development of teachers, professional learning communities have been formed as the best way to increase sustainable professional knowledge for teachers. Driven by new educational policies, the teachers of this case school have taken the initiative to form interdisciplinary professional learning communities of teachers in their spare time. The study aims to explore the forming process, and possible difficulties and challenges at the development stage of the interdisciplinary professional learning communities of teachers in the case school, as well as the interdisciplinary professional development and the learning communities, then formulate relevant strategies by adopting the action research approach.
The study has been conducted for one year, supplemented by the "observation method" and the "depth interview method". The researcher divided the action research into three periods based on the four steps of planning, action, observation, and reflection. The research shows that the first period of the interdisciplinary professional learning community of teachers mainly intends to build cohesion, strengthen the sense of commitment among the community members, and encourage their particiation, which can be achieved by adopting the decentralized leadership appraoch. During the second period, the researcher aims to increase publicity of the community so that more teachers are willing to participate in the community due to we had combined two professional learning communities of teachers in the case school this semester, but have gained no real benefits. During the third period, the researcher intends to combine 108 curriculum guidelines, and successfully design some interdisciplinary courses to help the community members establish a common goal forthemselves.
The conclusions of this study are as follows: 1) The factors of the beginning of the professional learning community of teachers for the case school are spontaneous of teachers and policy implications. 2) The operation of the professional learning community of teachers is closed but not bounded, while using Line group discussions and regular gatherings. 3) The predicament of interdisciplinary professional learning community of teachers would be the member attendance is low, the participation of members is hard to increase, and lack of the shared vision.
|
|---|
