| 關 鍵 詞： |
教師專業學習社群；英語教師；國小 |
| 中文摘要： |
由於受到世界教育潮流及108課綱的推動下，教師專業學習社群已成為現今不可或缺的教育元素之一，加上近年來臺灣積極推動雙語政策，英語文更是首要培養的能力，因此本研究旨為探討國民小學英語教師專業學習社群之社群特徵、社群效益、社群問題以及因應策略。本研究以半結構式訪談為主，文件資料為輔的方式，深入探討個案學校英語教師專業學習社群。首先，從文件以及訪談的內容中整理中社群的特徵、效益、問題以及因應策略，分析主要分為：學校層面、教師層面以及學生層面，再由以上三個層面與文獻資料對照，提出有關社群發展之相關看法與建議。本研究以個案學校英語教師專業學習社群之七位教師為訪談對象，資料經過分析整理後，所得研究結果如下：
一、社群擁有領導目標明確、資源引入足夠與良好的團隊氣氛等社群特徵。
二、學校發展出英語的品牌課程，不只提升教師薪傳與教學創新能力，也提高學生人數和英語口語表達自信心。
三、面臨討論主題失焦、時間缺乏、自我懷疑與家長教育知能不足等社群問題，透過教師專業知能提升、群組建立、正向支持與社群永續經營等因應策略，加以克服。
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| 英文關鍵詞： |
Professional Learning Community；English Teachers；Elementary School |
| 英文摘要： |
Driven by global educational trends and the implementation of Taiwan’s 2019 Curriculum Guidelines (known as the 108 Curriculum Guidelines), professional learning communities (PLCs) have become an indispensable element of contemporary education. Furthermore, with Taiwan’s recent emphasis on promoting bilingual education, English language proficiency has become a primary focus. This study aims to explore the characteristics, benefits, challenges, and coping strategies of an English teachers’ professional learning community in an elementary school setting.
This research employs a semi-structured interview approach supplemented with document analysis to conduct an in-depth investigation into the professional learning community of English teachers at a case study school. The study begins by analyzing the operation and development model of the community, categorizing the process into three stages: incubation, development, and prospect. Through document analysis and interview content, the study identifies the community’s characteristics, benefits, challenges, and coping strategies, focusing on three levels: school, teachers, and students. The analysis compares these findings with existing literature to provide insights and suggestions for the development of professional learning communities.
The participants of this study include seven English teachers from the case study school’s professional learning community. The analyzed data reveal the following findings:
1. The community has established clear leadership goals, sufficient resource integration, and a positive team atmosphere.
2. School-Level Benefits: The school has developed a branded English curriculum that not only enhances teachers’ capacity for knowledge transfer and innovative teaching but also increases student enrollment and confidence in spoken English.
3. Community Challenges and Coping Strategies: The community faces issues such as topic drift during discussions, time constraints, selfdoubt among teachers, and inadequate parental educational awareness. These challenges are addressed through strategies like enhancing teachers’ professional knowledge, fostering group cohesion, providing positive support, and ensuring the sustainability of the community.
Based on the findings of this study, recommendations are provided regarding community operation and characteristics, benefits, challenges, coping strategies, and directions for future research, offering valuable references for practitioners involved in the development of English teachers’ professional learning communities.
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| 目 次： |
壹、緒論
貳、文獻探討
一、教師專業學習社群的特徵
二、教師專業學習社群之效益
三、教師專業學習社群發展困境
四、教師專業學習社群之相關研究
參、研究設計與實施
一、個案研究法
二、個案學校及研究對象之描述
三、資料蒐集、整理與分析
四、研究信實度及研究倫理
肆、研究結果與討論
一、個案學校英語教師專業學習社群之特徵
二、個案學校英語教師專業學習社群對於學校的效益
三、個案學校英語教師專業學習社群教學策略之改變
四、社群困境的因應策略
伍、結論與建議
一、結論
二、建議
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