組織學習視角下， 中國大學與學校夥伴關係情境中的教師學習

• Other Authors: 王晓芳 (author.)
• Format: Others
• Language: Chinese; English
• Published: 2016
• Online Access: http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292366

在全球化與知識社會背景下，世界範圍內的教育改革對學校教師的專業素養、知識基礎、教學理念和實踐的提升提出了新的挑戰。中國大陸也不例外。始於2001年的新課程改革對學校與教師帶來了巨大影響。如何促進、幫助教師學習進而實現專業發展成爲重要議題。無論是在中國大陸，還是西方情境，大學與學校合作被視作開展教育改革、實現學校改進、推動教師教育改革和提升學校教師專業素養的重要方式。 === 本研究以中國大陸某一大學與學校夥伴關係項目爲個案，通過質化研究方法，探討了夥伴關係情境中學校教師的學習過程，即：組織學習視角下，大學與學校夥伴關係情境中教師如何學習？具體而言，研究問題分爲兩個問題：（1）外部專家與教師如何實現跨越邊界的知識互動？在這一過程中，邊界物件和跨界者發揮了什麽樣的作用？（2）大學與學校夥伴關係情境中，教師個體、小組和學校組織如何學習外部新知識、共同創建新知識？這一學習過程又受到哪些因素的影響？ === 研究分析視角是組織學習的視角，具體而言，結合Nonaka & Takeuchi（1995）的組織學習理論與Carlile（2002，2004）的跨越組織邊界的知識互動過程，將跨界活動及其相應的邊界知識互動與組織學習過程相聯結和整合而成爲新的理論框架。本研究采用質化研究方法取向，以中國大陸某一大學與學校夥伴關係項目（TS夥伴關係項目）爲背景，選取了S1、S2、S3三所項目小學中的五個學科教研組/校本課程開發小組作爲研究個案。在兩次實地調查期間，研究者對學校教師、學校行政人員、外部專家、地方教育行政部門作深度訪談，並參與了學校教師共同備課活動、教師課堂教學等活動；同時收集了相關文件資料，如教師反思日記、教案設計、校本教材等。 === 研究發現，夥伴關係情境中外部專家與學校教師的知識互動存在三種不同模式：一是外部專家主導下的知識遷移，二是教師參與的知識轉化，三是合作探究導向的知識變革。此外，研究總結了不同教研組/校本課程開發小組中教師學習過程的四種不同模式。其一，S1語文教研組：學校組織到教研組再到教師個體層面的自上而下（top-down）的知識轉換過程。其二，S2學校校本課程開發小組：由下而上（bottom-up）地從個體和小組知識創建到組織層面的系統性知識創建的循環過程。其三，S3語文教研組：自上而下的知識創建過程，並以教研組層面的知識外部化、社會化爲核心。其四，S2語文教研組和S3英語教研組：自上而下的知識創建過程，同時，教師個體對外部新知識的內化過程在促進教師學習方面扮演關鍵作用。另外，研究發現在外部專家與教師、學校教師之間的知識互動中，邊界物件和跨界者扮演著重要作用。諸如課例、學校課堂教學理念、校本課程教材等邊界物件發揮著知識指代、轉化和變革的功能；而跨界者的外部專家、學校行政人員與領袖、骨幹和種子教師，也各自發揮著多重角色，促進外部專家與教師、 === 不同學校的教師、以及學校內部教師之間的知識分享、交流和共同探究。 === 研究進一步分析了影響外部專家與學校教師知識互動的重要因素：外部專家與教師權力關係、作爲專業人士的教師的自我定位以及外部專家的跨界能力。同時，研究發現也揭示了教師學習領域中教師個體、小組和組織學習之間的更爲複雜的、彼此影響的互動關係，其中，校長領導力的類型、學校行政管理因素、小組學習的作用、教師領導力的發揮以及學校和教師個體自身已有的知識基礎和經驗，均對教師個體、小組和組織學習之間轉換産生影響。而作爲跨界者的教師所享有的內部與外部社會資本進一步解釋爲什麽其享有更多的教師學習機會和資源。 === 關鍵詞：教師學習，大學與學校夥伴關係，組織學習理論，跨界，邊界物件與跨界者 === Since the initiative of New Curriculum Reform in 2001, how to promote and support teachers' learning and their professional development has become a significant issue in mainland China. Constructing school-university partnership has been perceived as a necessary approach to achieving educational reform, promoting school effectiveness, transforming teacher education, as well as enhancing teachers' professional competences. === This qualitative study, taking one school-university partnership project in mainland China as an example, attempts to explore teachers' learning process in the context of school-university partnership. The overwhelming research question is: How do teachers learn in the context of school-university partnership from the perspective of organizational learning? Particularly, there are two specific but related sub-research questions: (1) How do teachers and external experts interact with each other by crossing boundaries? What roles do boundary objects and brokers play in this process? (2) How do teachers' learning occur at the levels of individual teachers, teachers’ groups and school organization in the partnership? what factors influence the learning process? === A integrated conceptual framework, combining Nonaka & Takeuchi (1995) 's organizational knowledge creation theory with Carlile (2002, 2004)'s knowledge interaction at the organizational boundaries, is proposed to analyze teachers’ learning process in the partnership project. This qualitative study is based on one school-university partnership project in mainland China. Five subject groups/school-based curriculum development groups in S1, S2, S3 primary schools were selected. The researcher conduct in-depth interviews with primary school teachers, school administrators, external experts and administrators in local education bureau, participated in teachers' collective teaching and research activities, and observed several teachers' lesson implementation. Furthermore, related archive like teachers reflection essay, documents for lesson designs, teaching materials and school-based curriculum textbooks, were collected. === Findings show that three distinctive models of knowledge interaction between teachers and external experts existed in the partnership project studied. First one was external experts-dominating knowledge transfer. Second one was teachers-participating knowledge translation. The last one was collaborative inquiry oriented knowledge transformation. Furthermore, findings identify four different patterns of teachers' learning process in five teachers’ groups. Pattern one is S1 Chinese group characterized by top-down knowledge conversion from school organizations to teacher groups and individuals. Pattern two is S2 school-based curriculum development group characterized by bottom-up knowledge conversion. Pattern three is S3 Chinese group centering on knowledge externalization and socialization. Pattern four is S2 Chinese group and S3 English group, which was characterized by top-down knowledge creation process and teachers' internalization. Besides, the study affirms the significance of boundary objects and brokers in facilitating and promoting knowledge interaction among teachers and external experts. Also, various kinds of boundary objects are identified, such as lesson, school class instruction philosophy, and school-based curriculum textbooks. External experts, school administrators and particular teachers also acted as boundary brokers to exercise multiple functions to promote knowledge sharing, exchange and collective inquiry among teachers and external experts. === The study further examines several factors influencing expert-teacher knowledge interaction: expert-teacher power relation, teachers' self-perception as professionals, and experts'boundary crossing competences. Meanwhile, findings imply the complicated and interactive nature of the relations between teachers’ individual learning, group learning and organizational learning. Many factors are identified affecting the interaction of individual, group and organizational learning, including school principals' leadership styles, school management elements, the role of group learning, teachers' leadership, as well as schools and teachers' prior knowledge base and experience. More importantly, the possession of internal and external social capital can partially help explain why teachers acting as boundary brokers had more learning opportunities and resources, thereby influencing teachers' learning contents, process and effectiveness. === Key words: Teacher learning, School-university partnership, Organizational learning theory, Boundary crossing, Boundary object and boundary broker === 王晓芳. === Thesis Ph.D. Chinese University of Hong Kong 2016. === Includes bibliographical references (leaves ). === Abstracts in English and Chinese. === Title from PDF title page (viewed on …). === Wang xiao fang. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only.