透過課堂學習研究培育實踐共同體以促進教師學習

課堂學習研究對於形成教師實踐共同體從而提升教師的專業發展有重要意義。作為學校的改進計畫之一，課堂學習研究的最終目的在於把學校發展為一個學習共同體，並通過對一節研究課的設計、實施、評價和分享，希望在教師、研究人員和教育者之間建構實踐共同體，從而提升教師的專業發展，促進學生的學習品質。研究結果表明課堂學習研究所具有的協作特徵不僅為教師創造了一套共用的知識、價值觀和信念，而且還為他們一起所經歷的教學事件創辦了一個平台。
This paper aims to explore the mechanism of Learning Study in enhancing teacher learning by adopting community of practices as the analytical framework. Learning Study is a school improvement project which aims to improve the quality of student learning via enhancing teacher professional development by creating a community of practice among teachers, researchers and educators involved in the design, implementation,evaluation and dissemination of a research lesson, with the ultimate goal of developing Learning Community in the school. This study adopts an ethnographic approach to investigate the social phenomena of teacher interactions in two cases selected from the Learning Study Project. Results show that the collaborative features of the Learning Study provide opportunities for teachers to create shared knowledge, values and beliefs and to establish overlapping histories among them. This study explores how the community of practice set up by the Learning Study Project can effectively help teachers build their pedagogical content knowledge. This paper will shed light on how Learning Study can enhance teacher professional development by creating a community of practice for knowledge sharing and reflective practices on teaching and learning. Copyright © 2009 山東師範大學.