以「4-P模式」促進教師專業發展：香港「優化教學協作計劃」的經驗

教師專業發展始終是課程與教學改革的關鍵環節。在香港，透過大學與學校夥伴協作推動課程改革及教師專業發展是當前的一個重要趨勢。「優化教學協作計劃」（Partnership for Improvement of Learning and Teaching（PILT）Project）是在香港教育局資助下，由香港中文大學教育學院大學與學校夥伴協作中心聯合多所中小學合作開展的一項探索，旨在?不同學習領域的教師提供專業支援，以提升教師的教學效能及專業能力，「4-P模式」則是該計劃在促進教師專業發展方面運用的基本策略。本文將依據「優化教學協作計劃」的經驗，主要圍繞大學與學校夥伴協作如何運作，以及在具體學科教學領域教師如何透過「4-P模式」優化教學實務、實現專業成長與發展專業社群等問題進行討論，並歸納「4-P模式」及「優化教學協作計劃」未來發展的方向。
Teacher professional development is one of the key elements for curriculum and teaching reforms. Facilitating curriculum reform and teacher professional development through university and school partnerships is a notable trend in Hong Kong. The Partnership for Improvement of Learning and Teaching (PILT) project is an example of such a partnership, sponsored by the Education Bureau. It aims at providing professional support for teachers in different Key Learning Areas and improving their teaching effectiveness and professional competence. A 4-P Model is employed by the project to enhance teachers’ reflection and professional growth. Based on the experiences of PILT, this paper discusses the operation of university-school partnership and the application of 4-P Model into a subject to improve teachers’ teaching practice, to promote their professional growth, and to nurture a professional community. Suggestions for future development of the 4-P Model and the PILT project are also put forward. Copyright © 2008 Journal of Educational Research And Development.