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Introduction Taiwan’s curriculum reform is a product of collective effort from the entire society and embodies the essence of critical pedagogy. However, even in the 12-Year Basic Education Curriculum, the ability of teachers to fully embrace the ideals of a democratic plan as advanced by critical pedagogy is hindered. The researchers observed that in the field of Mandarin instruction, teachers tend to rely on textbook content as the main focus of their teaching and assessment. Although they may have a definite understanding of knowledge arrangements, they often lack critical thinking skills. As a result, teachers find it difficult to move beyond closed answers, even when faced with questioning or alternative approaches to teaching. The distance between the conventional “subject-based teaching” approach and the modern “students as knowledge builders” approach is vast and even further from the ideal objective of “teachers as the transformative intellectuals.” This research explored curriculum reflections and t

This research aims to investigate and narrate the development of a preschool teacher professional learning community, and takes an energy education award-winning Elementary School Affiliated Preschool as an example to discuss the development of the professional teachers' learning community. This research is primarily based on qualitative research. By means of interviews, documentation, and observation notes, data was collected and organized, and the obtained research results are, as follows: 1. The development of the professional teachers' learning community at the Energy Elementary School Affiliated Preschool is categorized into three periods, namely the “sprout period”, “nourish period” and “thrive period”. 2. The operational motivation for the professional teachers’ learning community at the energy education award-winning Elementary School Affiliated Preschool is categorized into three types, namely “administrative agency resources”, “school organizational resources” and “teacher personal resources”. 3. Th

本研究旨在探究國民小學教師專業學習社群、正向心理資本與教師教學創新之間的現況與關係。在研究方法上採用問卷調查法，研究對象為臺灣地區國民小學教師，並使用描述統計、積差相關、Bootstrap與結構方程模式進行資料分析。研究結果顯示臺灣教師知覺教師專業學習社群、正向心理資本與教師教學創新之現況良好，三者之間具相關性，且影響關係模式適配度良好；此外，教師專業學習社群對教師教學創新有顯著影響效果，教師專業學習社群亦可透過正向心理資本的中介效果，間接對教師教學創新產生正向的影響。根據研究結果，建議如下：一、學校提供優質的支持性環境，讓參與專業學習社群之教師擁有充足的空間與時間進行討論與學習；二、學校強化行政支持與專業分享，厚植教師正向心理資本；三、學校建構優質教學獎勵制度與實務觀摩，敦促教師教學理念創新；四、教師專業學習社群可以透過強化教師自我效能、希望、樂觀與復原力之正向心理資本，進而提升教師教學創新

諸多研究建議輔以網路社群促進實體教師社群的專業學習，文獻指出運用社會資本的觀點，有助於顯示社群內部如何透過社會互動、認知互動，以創造社群的價值，然而其效益仍有待系統化的探討。本研究旨在基於社會資本的觀點，視覺化分析不同領導行為的校內專業學習社群，其延伸運用Facebook社團功能之運作情形，以及個人專業成長之情形。由於相關研究顯示不同領導行為影響教師專業學習社群之運作效能，本研究針對同儕式校長領導型、教師領導型兩種不同領導行為的小學教師專業學習社群，分別蒐集為期一年的線上發表討論、線上回應文字、文件分析、與教師晤談，並透過社會資本理論中的結構、關係、認知三大面向，結合學科教學知識形成分析架構。結果顯示，不同領導行為的Facebook社團中，皆符合教師專業學習社群的五個重要特徵。於結構面向，兩校皆以網路連繫作為Facebook社團的支持性條件；於關係面向，以能量與參與的視覺化互動圖，可觀察社群成員彼此互動情形，不同Facebook社團領導行為的兩校仍致力達成共享領導；於認知面向，不同領導行為會引向不同的共享願景，因而產生不同途徑的集體學習，以及不同類別的共享個人實務經驗。本研究的發現與建議可作為未來分析與實施教師專業學習社群結合線上社群之參考

本研究旨在探究校長共創式領導、教師專業學習社群，以及教師信任之間的相關與中介效果。本研究採問卷調查研究法，以臺北市、新北市及桃園市國民小學之教師為對象，共獲得有效問卷838份，研究工具為「共創式領導、教師信任與教師專業學習社群調查問卷」，資料分析則採Pearson積差相關與結構方程模式。研究發現：一、校長共創式領導、教師專業學習社群與教師信任間具顯著高度正相關；二、校長共創式領導可直接影響教師專業學習社群；三、校長共創式領導可藉由教師信任的中介作用，間接正向影響教師專業學習社群。最後，研究者根據研究結論提出相關建議，以作為實務推動及未來研究之參考。

本研究旨在了解國民小學校長分布式領導、教師專業學習社群與教師教學效能的現況與關係。本研究以屏東縣立國民小學教師為研究對象進行問卷調查，共獲得有效問卷681份，並以結構方程模式（SEM）檢驗本研究假設模式之適配性與假設驗證。主要發現為國民小學校長分布式領導、教師專業學習社群與教學效能之現況表現尚佳；校長分布式領導需透過教師專業學習社群的影響，方能對教師之教學效能發揮作用。最後，研究者根據研究結論提出相關建議，以作為實務推動及未來研究之參考

本研究以文件分析法，分析國、私立高中職18個2年期教師專業學習社群之社群運作方式和成效。研究結果如下：一、高中職的跨領域教師社群有成長趨勢，主動式學習漸為社群活動的主流。二、社群運作方式的專業性逐年提升，極少數社群的表現是退步的。三、教師社群的運作逐年符合PDCA（Plan-Do-Check-Act的簡稱）循環的精神。四、教師社群逐年提高對「學生與教師的學習」之關注度。五、教師社群逐年能利用多元資料來源檢視教師和學生的學習成效

The “Teacher Professional Development Support System” takes the central, local, schools, and teachers as partnerships. In this system, the “Teacher Professional Learning Community” is a possible model for assisting school development. The five elements of the teacher professional learning community: reflective dialogue and communication, focusing on student learning, teacher interaction, a culture of cooperation, and sharing values and opinions. This paper first explores the teacher professional learning community program under the teacher professional development support system. Secondly, this case school is in rural area. This research is explored that in the operation of a student-centered school, and the principal serves as the leader and convener of the teacher’s professional learning community. Finally, this research analyzed the leadership process of the professional learning community

本研究以文件分析和訪談法分析高雄市99個教師專業學習社群，了解社群在增進新課綱知能的運作情形和成效。研究結果包括：一、教師專業學習社群目標重視學生學習和具體運作課程的產出。二、社群的運作緊扣新課綱的教師專業成長措施，惟表現程度隨教育階段減弱。三、固定活動時間和任務的重要性決定社群運作成效。四、行政主導社群不利成員互動。五、缺少核心素養導向課程的知能影響社群發展，三個教育階段的問題各不相同。本研究並據此提出建議，供不同社群規劃參考

The purpose of this study was to explore the relationships among principal learning leadership, teacher professional learning community and student learning performance of junior high schools in Taiwan. A sample of 645 junior high school teachers completed questionnaires to measure major variables followed by data analysis using multilevel structural equation modeling (MSEM). Major findings of this study included: (1) Principal learning leadership had highly positive and direct effect on teacher professional learning community at the individual and school level. (2) Teacher professional learning community had moderately positive and direct effect on student learning performance at the individual level. (3) Principal learning leadership had moderately positive and direct effect on student learning performance at the individual level, but highly at the school level. (4) Principal learning leadership, tested by the mediated-effects model, had moderately indirect effects on student learning performance mediated b