1. NCCU Academic Hub
  2. 學術產出
  3. 教育學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 教師社群互動、工作希望感受與創造性轉化之關係：量化模式建構與典範案例分析
Teacher Community, Work Hope, and Creative Transformation: Model Construction and Case Analysis
作者 楊智先
Yang,Chih Hsien
貢獻者 詹志禹<br>吳靜吉
Chan,Jason Chih Yu<br>Wu,Jing Jyi
楊智先
Yang,Chih Hsien
關鍵詞 社群互動
工作希望感受
創造性轉化
teacher community
work hope
creative transformation
日期 2006
上傳時間 19-九月-2009 12:41:56 (UTC+8)
摘要 教師專業學習社群（簡稱「教師社群」）是一種協助現場教師突破孤立狀態、與同儕相互學習、以持續專業發展、進而提升創意之重要方式。
本研究透過量化模式的檢驗，探究教師社群互動、工作希望感受與創造性轉化之關係，以問卷調查法，針對台灣地區教師，進行取樣研究，有效問卷共計891份。研究工具包括「社群互動品質量表」、「工作希望感受量表」與「創造性轉化行為量表」。此外，並透過對典型個案之訪談，探究四個「創意教師行動研究」成功社群的經營策略。
量化研究主要發現：「教師社群互動、工作希望感受與創造性轉化」模式之驗證獲得支持。此模式的意義在於：良好的教師社群必須兼顧認知與情感層面的互動；如此，除了可直接促進教學上的創造性轉化之外，認知與情感互動尚可以透過工作希望感受之中介效果來影響教師的創造性轉化。至於教師工作希望感受的提升，則能直接影響創造性轉化的展現。其次，根據個案分析整理歸納出經營社群的重要策略，如：「感動策略」、「友誼策略」、「共同解決問題策略」、「榮耀共享策略」、「低調漸進緩慢策略」、「彰權益能策略」、「成就感策略」、「資源網絡拓展策略」、「雁行領導策略」以及「持續互動策略」。
最後，本研究根據上述發現並針對教育實務與未來研究層面，提出具體建議以供參考。
Nowadays, the concept of a “teacher professional learning community” (Teacher Community, TC) is an important approach to cultivate, develop, and sustain teachers’ professional development and creativity. In Taiwan, from the perspective of TC, how to facilitate teachers’ creativity is also valued under the Creative Education policy. However, empirical evidence is rarely discussed.
Thus, this study addresses two aspects: (1) the relationship of TC, work hope and creative transformation (Study I), (2) to explore the main strategies of managing teacher communities (Study II).
In Study I, a SEM model is proposed using the linear structural relations (LISREL) to test the research hypotheses with the data from 891 valid questionnaires collected. Instruments used include Interactions of Communities Scales, Work Hope Scale, and Creative Transformation Scale. The estimated results of the proposed model are found to substantiate the requirements of the general LISREL model. The majority of the fit indices have indicated good fit of the model to the data. The main findings include (1) Cognitive interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (2) Affective interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (3) Work hope has a significantly direct effect on creative transformation. These results have suggested that teachers’ work hope, and their cognitive and affective interactions in communities have a significant, positive influence on creative transformation. In addition, work hope has played a role as a mediator between the interactions in communities and creative transformation.
In Study II, teachers in communities of four typical cases funded for four years under the Project on the Enhancement of Creative Education are interviewed. Based on the data, there are several strategies for managing teacher communities: (1) witnessing strategy, (2) friendship strategy, (3) problem-solving strategy, (4) honor- sharing strategy, (5) low-profile strategy, (6) empowerment strategy, (7) sense of achievement strategy, (8) networking strategy, (9) flying geese strategy, and (10) sustaining strategy.
Limitations of the current research and implications for the practice of teacher community were discussed.
參考文獻 中文部份
尤幸弘（2005）。Amabile創造力成份理論模式驗證之研究:以廣告業為例。國立中正大學成人及繼續教育研究所碩士論文，未出版。
王沂釗（2005）。幽谷中的曙光－正向心理學發展與希望理論在輔導上的應用。教育研究月刊，134，106-117。
史美奐（2003）。國中教師創新教學專業能力之研究－以臺北市國民中學為例。國立臺灣師範大學教育研究所碩士論文，未出版。
江羽慈（2003）。影響國小教師採用資訊科技創新教學因素之研究。國立交通大學教育研究所碩士論文，未出版。
池榮尉（2004）。國民小學教師團隊發展歷程之研究—以啄木鳥教師團隊為例。中原大學教育研究所碩士論文，未出版。
吳振賢（2002）。教師網路融入教學態度、網路融入教學行為及其相關因素之研究。國立政治大學教育學系博士論文，未出版。
李佩玲（2002）。教師分級制對教師專業發展的影響－專業學習社群教師的觀點。國立花蓮師範學院國民教育研究所碩士論文，未出版。
李宗倫（2003）。個人創造力歷程之研究 — 動機理論之整合觀點。國立中山大學企業管理學系研究所碩士論文，未出版。
李勇諭（2005）。透過網路學習社群提昇一位初任教師的數學 教學專業知識之研究。臺北市立師範學院數學資訊教育研究所碩士論文，未出版。
房柏成（2003）。國小學習型教師團隊建立教學檔案經驗之研究。國立嘉義大學國民教育研究所碩士論文，未出版。
林偉文（2002）。國民中小學學校組織文化、教師創意教學潛能與創意教學之關係。國立政治大學教育學系博士論文，未出版。
林富能（2003）。網路實務社群為基礎的音樂教師在職進修研究。國立高雄師範大學資訊教育研究所碩士論文，未出版。
林毓生（1988）。中國傳統的創造性轉化。北京：三聯。
邱皓政（2005）。創造力的測量與共識衡鑑。教育集刊，30，50-73。
洪素蘋（2004）。重要他人回饋、創意自我效能、內、外在動機對創意行為的影響：社會認知理論為基礎的結構方程模式檢驗。國立交通大學教育研究所碩士論文，未出版。
唐淑華（2004）。希望感的提升－另一個進行情意教育的取向（I）。行政院國家科學委員會專題研究成果報告（NSC92-2413-H259-001）。
唐淑華（2005）。希望感的提升－另一個進行情意教育的取向（II）。行政院國家科學委員會專題研究成果報告（NSC93-2413-H259-002）。
許春葉（2004）。國中數學教師於任教學校發展學習型組織社群之行動研究。彰化師範大學科學教育研究所在職進修專班碩士論文，未出版。
郭木山（2001）。國民小學學校本位教師專業發展之個案研究－以一個教師社群協同反省的行動研究為例。國立臺中師範學院國民教育研究所碩士論文，未出版。
陳怡蒹（2007）。希望理論融入生涯輔導方案以提升國中體育班學生生涯發展概念與希望感之實驗研究。國立東華大學教育研究所碩士論文，未出版。
陳美玉（2005）。師資生個人知識管理及其對專業學習與發展影響之研究。師大學報，50（2），181-202。
陳雅智（1998）。國中理化教師的行動研究：專業改變與學習社群。國立高雄師範大學/科學教育學系碩士論文，未出版。
曾敬梅、蔡政安、吳靜吉（2003）。不同類別研究生在創造力特質、創新行為與所知覺系所創造氛圍上之比較。中國心理學會第四十屆年會會議論文。
黃郁婷、蔡碧璉（2005）。靈光乍現？系統建構？--創意教師行動研究歷程剖析。「培養新世紀的國民」學術研討會。國立彰化師範大學教育研究所主辦。
黃惠君（2006）。國中教師人口變項、玩興、教學動機、快樂感受與創意教學之關係。國立中山大學教育研究所碩士論文，未出版。
黃德祥、謝龍卿、薛秀宜、洪佩圓（2003）。國小、國中與高中學生希望、樂觀與學業成就之相關研究。彰化師大教育學報，5，33-61。
楊美姍（2004）。社群協助創意教師行動研究之個案研究─以高雄師範大學Adept實驗室為例。國立高雄師範大學物理學系碩士論文，未出版。
楊振富譯（2002）。Senge, P. M., Cambron-McCabe, N., Lucas, T., smith, B., Dutton, J., & Kleiner, A. (2000)原著。學習型學校（下冊）（Schools that learn: A fifth discipline fieldbook or educators, parents, and everyone who cares about education）。台北：天下。
楊智先（2000）。教師工作動機、選擇壓力、社會互動與創造力之關係。國立政治大學教育研究所碩士論文，未出版。
詹志禹（2002）。創造力教育白皮書－小學教育。台北：教育部。
詹志禹（2003）。課程創新與教師的自我創化－系統演化的觀點。教育資料集刊，28，145-173。
詹志禹（2005）。臺灣地區國小高年級兒童的創意經驗及其家庭因素。教育與心理研究，28(4)，591-615。
詹婉鈺（2006）。國中小教師教學熱情及其相關因素之研究。國立政治大學教育學系博士論文，未出版。
劉三寶（2005）。經營一個教師行動研究網路社群之行動研究。國立台中師範學院自然科學教育學系碩士論文，未出版。
劉家全（2002）。透過網路成長社群互動提昇一位國中初任數學教師教學專業發展之研究。國立高雄師範大學數學系碩士論文，未出版。
歐志昌（2003）。網路學習社群對數學教師專業能力提升之研究。國立高雄師範大學科學教育研究所碩士論文，未出版。
潘建光（2001）。促進教師互動與學習社群網站之建構－以國民中學公民與道德科為例。大葉大學資訊管理研究所碩士論文，未出版。
蔡宜貞（2005）。組織創新氛圍、教師工作內外在動機對國小教師創意教學行為影響之結構方程模式檢驗。國立交通大學教育研究所碩士論文，未出版。
蔡碧璉（投稿中）。優質創意教師行動研究計畫歷程之探究。
蕭詔文（2002）。高中資優生師徒關係及相關因素之研究－數理生、藝術生與一般生之對照。國立政治大學教育學系碩士論文未出版。
繆長泉（2004）。經營自然領域教師網路社群之研究。臺北市立師範學院科學教育研究所碩士論文，未出版。
薛秀宜（2004）。希望理論在學生輔導上之應用。教育研究，120，94-100。
顏宏如（2003）。以國小英語教師專業成長社群瞭解英語閱讀教學現狀與教師參與團體之感想。國立台北師範學院兒童英語教育研究所碩士論文，未出版。
羅逸園（2003）。多國籍企業子公司創新程度影響因素之探討－以3M亞洲地區子公司為例。中原企業管理研究所碩士論文，未出版。
英文部分
Agrell, A., & Gustafson, R. (1994). The team climate inventory (TCI) and group innovation: A psychometric test on a Swedish sample of work groups. Journal of Occupational and Organizational Pschology, 67, 143-151.
Amabile, T. M.(1996). Creativity in the context. New York: Springer-Verlag.
Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative science quarterly, 50(3), 367-403.
Ancona, D. C., & Caldwell, D. F. (1992). Demography and design: Predictors of new product team performance. Organization Science, 3, 321-341.
Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Reciew, 106, 529-550.
Balach, C. A., Szymanski, G. J. (2003). The growth of a professional learning community through collaborative action research. (ERIC Document Reproduction Service No. ED 477527)
Berlinger-Gustafson, C.(2004). Building professional learning communities. Retrieved October 22, 2004, from http://www.teachinflorida.com/teachertoolkit/ PLC.htm
Black, A. L., & Halliwell, G. (2000). Accessing practical knowledge: how? why? Teaching and Teacher education,16(1), 103-115.
Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson(Eds.), Review of research in education, Vol. 24(pp.249-306). Washington, DC: American Educational research Association.
Csikszentmihalyi, M. (1996). Creativity. New York: Harper Collins.
Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R.J. Sternberg(Ed),Handbook of creativity(pp. 313-335). NY: Cambridge.
DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Indiana: National Educational Service.
DuFour, R. (2004). What is a “ Professional learning community” ? Educational Leadership, 61(8), 6-11.
Farrell, M. P. (2001). Collaborative Circles: Friendship Dynamics & Creative Work. Chicago: The University of Chicago Press.
Ford, C. M. (1996). A theory of individual creative action in multiple social domains. Academy of Management Review, 21(4), 1112-1142.
Fulton, K. P., and Riel, M.(1998).Professional development through learning communities. Edutopia online. Retrieved October 22, 2004, from http://www. gse.uci.edu/vkiosk/faculty/reil/reil-fulton.html
Gilson, L. L., & Shalley, C. E. (2004). A little creativity goes a long way: an examination of teams’ engagement in creative process. Journal of Management, 30(4), 453-470.
Gilson, L.L. (2001). Diversity, dissimilarity and creativity: Does group composition or being difference enhance or hinder creative performance. Washongton, DC: Academy of Management Meetings.
Gist, M. E. (1989). The influence of training method on self-efficacy and idea generation among managers. Academy of Management Review, 42, 787-805.
Glazer, E. M., & Hannafin, M. J. (2006). The collaborative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education, 22(2), 179-193.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a Theory of Teacher Community. Teachers College Record, 103(6), 942-1012.
Hara, N. (2001). Formal and informal learning: Incorporating communities of practice into professional development. Paper presented at the American Educational Research Association Annual Meeting, Seattle, WA.
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. (ERIC Document Reproduction Service No. ED 410 659)
Hord, S. M. (1998). Creating a professional learning community: Cottonwood Creek school. Issue…about Change, 6(2). (ERIC Document Reproduction Service No. ED 424 685)
Hord, S. M. (2004). Professional learning communities: An overview. In S. M. Hord(Ed.). Learning together, leading together: Changing school through professional learning communities(pp.5-14). NY: Teachers College Press.
Huffman, J. B. (2001). The role of shared values and vision in creating professional learning communities. (ERIC Document Reproduction Service No. ED 466028)
Isen, A. M. (1999). Positive affect. In T. Dalgleish & M. Power(Eds.), The handbook of cognition and emotion. (pp.521-539). New York: Wiley.
Isen, A. M. (2003). Positive affect as a source of human strength. In Lisa G. Aspinwall & Ursula M. Staudinger (Eds.). A psychology of human strengths(pp.179-195). Washington: American Psychological Association.
Kanter, R. M. (1988). When a thousand flowers bloom: Structural, collective, and social conditions for innovation in organizations. In B. M. Staw, & L. L. Cummings(Eds.), Research in Organizational Behavior, vol. 10(pp.169-211). Greenwich, CT: JAI Press.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University Press.
Little, J. W. (2002). Locating learning in teachers’ communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917-946.
Louis, K. S., Marks, H. M. & Kruse, S. (1996). Teachers’ professional community in restructuring school. American Educational Research Journal, 33(4), 757-798.
Madjar, N., Oldham, G. R., & Pratt, M. G. (2002). There’s no place like home? The contributions of work and nonwork creativity support to employees’ creative performance. Academy of Management Journal, 45, 757-767.
Massachusetts ASCD(2004). Learning communities: A new definition of professional development. Retrieved October 22, 2004, from http://www.mascd.org/docs/ focwin04.htm
Mayer, R. E. (1999). Fifty years of creativity research. In R. J. Sternberg (Ed),Handbook of creativity(pp.449-460). Cambridge: Cambridge University press.
McLaughlin, M., & Talbert, J. (2001). Secondary schoolteaching in context. Chicago: University of Chicago Press.
Meichenbaum, D. (1975). Enhancing creativity by modifying what subjects say to themselves. American Educational Research Journal, 12, 129-145.
Monge, P. R., Cozzen, M. D., & Contractor, N. S. (1992). Communicational and motivational predictors of the dynamics of organizational innovation. Organization Science, 3, 250-274.
Nelson, B. C., & Hammerman, J. K. (1996). Reconceptualizing teaching: Moving toward the creation of intellectual communities of students, teachers, and teacher educators. In M. W. McLaughlin & I. Oberman(Eds.), Teacher learning: New policies, new practices(pp.3-21). New York: Teachers College Press.
Perry-Smith, J. E., & Shalley, C. E. (2003). The social side of creativity: A static and dynamic social network perspective. Academy of Management Review, 28, 89-106.
Sachs, J. (2003). The activist teaching profession. Buckingham: Open University Press.
Sergiovanni, T. (1999). The story of community. In J. Retallick, B. Cocklin, and K. Coombe (eds.) Learning communities: issues, strategies and contexts(pp.9-25) , New York: Routledge.
Shalley, C. E., & Gilson, L. L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15, 33-53.
Shalley, C. E., & Perry-Smith, J. E.(2001). Effects of social-psychological factors on creative performance: The role of informational and controlling expected evaluation and modeling experience. Organizational Behavior and Human Decision Processes, 84, 1-22.
Sim, C. (2006). Preparing for professional experiences-incorporating pre-service teachers as ‘communities of practice’. Teaching and Teacher Education, 22(1), 77-83.
Simonton, K. D. (1984) Genius, creativity, and leadership. MA: Harvard University Press.
Simonton, K. D. (1999).Creativity from a historiometric perspective. In R.J. Sternberg (Ed.),Handbook of creativity(pp.116-133). NY: Cambridge.
Snow-Gerono, J. L. (2005). Professional development in culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21(3), 241-256.
Snyder, C. R. (2002). Hope theory: Rainbow in the mind. Psychological Inquiry, 13(4), 249-275.
Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). Hope theory. In C. R. Snyder & S. J. Lopez (Eds.). Handbook of Positive Psychology (pp. 257-276). New York: Oxford University Press.
Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. F., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the State Hope Scale. Journal of Personality and Social Psychology, 2, 321-335.
Sutherland, L. M., Scanlon, L. A., & Sperring, A. (2005). New directions in preparing professionals: examing issues in engaging students in communities of practice through a school-university partnership. Teaching and Teacher Education, 21(1), 79-92.
ten Dam, G. T. M., Blom, S. (2006). Learning through participation: The potential od school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22(6), 647-660.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. NY: Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press.
Westheimer, J. (1998). Among school teachers: Community, autonomy, and ideology in teachers’ work. NY: Teachers College Press.
Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993). Toward a theory of organizational creativity. Academy of Management Review,18, 293-321.
描述 博士
國立政治大學
教育研究所
89152511
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0891525111
資料類型 thesis
dc.contributor.advisor 詹志禹<br>吳靜吉zh_TW
dc.contributor.advisor Chan,Jason Chih Yu<br>Wu,Jing Jyien_US
dc.contributor.author (作者) 楊智先zh_TW
dc.contributor.author (作者) Yang,Chih Hsienen_US
dc.creator (作者) 楊智先zh_TW
dc.creator (作者) Yang,Chih Hsienen_US
dc.date (日期) 2006en_US
dc.date.accessioned 19-九月-2009 12:41:56 (UTC+8)-
dc.date.available 19-九月-2009 12:41:56 (UTC+8)-
dc.date.issued (上傳時間) 19-九月-2009 12:41:56 (UTC+8)-
dc.identifier (其他 識別碼) G0891525111en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37207-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 89152511zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 教師專業學習社群（簡稱「教師社群」）是一種協助現場教師突破孤立狀態、與同儕相互學習、以持續專業發展、進而提升創意之重要方式。
本研究透過量化模式的檢驗，探究教師社群互動、工作希望感受與創造性轉化之關係，以問卷調查法，針對台灣地區教師，進行取樣研究，有效問卷共計891份。研究工具包括「社群互動品質量表」、「工作希望感受量表」與「創造性轉化行為量表」。此外，並透過對典型個案之訪談，探究四個「創意教師行動研究」成功社群的經營策略。
量化研究主要發現：「教師社群互動、工作希望感受與創造性轉化」模式之驗證獲得支持。此模式的意義在於：良好的教師社群必須兼顧認知與情感層面的互動；如此，除了可直接促進教學上的創造性轉化之外，認知與情感互動尚可以透過工作希望感受之中介效果來影響教師的創造性轉化。至於教師工作希望感受的提升，則能直接影響創造性轉化的展現。其次，根據個案分析整理歸納出經營社群的重要策略，如：「感動策略」、「友誼策略」、「共同解決問題策略」、「榮耀共享策略」、「低調漸進緩慢策略」、「彰權益能策略」、「成就感策略」、「資源網絡拓展策略」、「雁行領導策略」以及「持續互動策略」。
最後，本研究根據上述發現並針對教育實務與未來研究層面，提出具體建議以供參考。		zh_TW
dc.description.abstract (摘要) Nowadays, the concept of a “teacher professional learning community” (Teacher Community, TC) is an important approach to cultivate, develop, and sustain teachers’ professional development and creativity. In Taiwan, from the perspective of TC, how to facilitate teachers’ creativity is also valued under the Creative Education policy. However, empirical evidence is rarely discussed.
Thus, this study addresses two aspects: (1) the relationship of TC, work hope and creative transformation (Study I), (2) to explore the main strategies of managing teacher communities (Study II).
In Study I, a SEM model is proposed using the linear structural relations (LISREL) to test the research hypotheses with the data from 891 valid questionnaires collected. Instruments used include Interactions of Communities Scales, Work Hope Scale, and Creative Transformation Scale. The estimated results of the proposed model are found to substantiate the requirements of the general LISREL model. The majority of the fit indices have indicated good fit of the model to the data. The main findings include (1) Cognitive interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (2) Affective interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (3) Work hope has a significantly direct effect on creative transformation. These results have suggested that teachers’ work hope, and their cognitive and affective interactions in communities have a significant, positive influence on creative transformation. In addition, work hope has played a role as a mediator between the interactions in communities and creative transformation.
In Study II, teachers in communities of four typical cases funded for four years under the Project on the Enhancement of Creative Education are interviewed. Based on the data, there are several strategies for managing teacher communities: (1) witnessing strategy, (2) friendship strategy, (3) problem-solving strategy, (4) honor- sharing strategy, (5) low-profile strategy, (6) empowerment strategy, (7) sense of achievement strategy, (8) networking strategy, (9) flying geese strategy, and (10) sustaining strategy.
Limitations of the current research and implications for the practice of teacher community were discussed.		en_US
dc.description.tableofcontents 第一章 緒論
第一節 研究動機與目的…………………………………………………1
第二節 研究問題…………………………………………………………3
第三節 重要名詞解釋……………………………………………………3
第四節 研究範圍…………………………………………………………5
第二章 文獻探討
第一節 從創造力到教師的教學創造性轉化……………………………6
第二節 從社群到教師的社群互動……………………………………11
第三節 從希望到教師的工作希望感受……………………………23
第三章 研究方法
第一節 研究架構與假設…………..……………………………………27
第二節 研究對象……………………………..…………………………31
第三節 研究工具………………………………………..………………31
第四節 研究程序…………………………………………………..……41
第五節 資料分析…………………………………………………..……42
第四章研究結果（一）：量化結果
第一節 現況分析………………………………………………………43
第二節 背景變項的影響………………………………………………53
第三節 社群互動、工作希望感受與創造性轉化之關係………………72
第五章研究結果（二）：個案分析
第一節 個案簡介………………………………………………………75
第二節 社群經營策略…………………………………………………80
第六章 結論、討論與建議
第一節 結論……………………………………………………………106
第二節 討論……………………………………………………………108
第三節 研究限制..………………………………………………………114
第四節 建議……..………………………………………………………115

參考書目…………………………………………………………………………121
附錄一 正式問卷…………………………………………………………………131
附錄二 訪談大綱…………………………………………………………………138



























表 次
表3-1 創造性轉化－「從理論學習到實務應用」分量表預試題目………………32
表3-2 創造性轉化－「從實務應用到作品生產」分量表預試題目………………32
表3-3 創造性轉化－「從理論學習到實務應用」分量表之正式題目與信度……33
表3-4 創造性轉化－「從實務應用到作品生產」分量表之正式題目與信度……34
表3-5 工作希望感受－「解決問題的意志力」分量表預試題目…………………35
表3-6 工作希望感受－「尋求解決之道」分量表預試題目………………………35
表3-7 工作希望感受－「解決問題的意志力」分量表正式題目與信度……..…36
表3-8 工作希望感受－「尋求解決之道」分量表正式題目與信度…………..…36
表3-9 社群認知互動－「集體探索」分量表預試題目……………………………..37
表3-10 社群認知互動－「反省實踐」分量表預試題目……………………………37
表3-11 社群情感互動－「情感聯誼」分量表預試題目……………………………38
表3-12 社群情感互動－「溫暖關係」分量表預試題目……………………………38
表3-13 社群認知互動－「集體探索」分量表正式題目與信度……………………39
表3-14 社群認知互動－「反省實踐」分量表正式題目與信度……………………39
表3-15 社群情感互動－「情感聯誼」分量表正式題目與信度……………………40
表3-16 社群情感互動－「溫暖關係」分量表正式題目與信度…………………40表4-1教師參與社群比例排序........………………………………………………43
表4-2校外社群與校內社群參與人數比例排序........……………………………43
表4-3社群運作時間比例排序……………………………………………………44
表4-4 教師參與的社群之運作階段比例排序……………………………………44
表4-5 教師參與的社群所扮演的角色比例排序…………………………………45
表4-6「集體探索」描述統計量數排序……………………………………………45
表4-7「反省實踐」描述統計量數排序……………………………………………46
表4-8「情感聯誼」描述統計量數排序……………………………………………47
表4-9「溫暖關係」描述統計量數排序……………………………………………47
表4-10「問題解決的意願」描述統計量數排序………………….….……………48
表4-11「問題解決的途徑」描述統計量數排序…………………..………………49
表4-12「理論學習至實務應用的轉化」描述統計量數排序……………..………50
表4-13「實務應用至作品生產的轉化」描述統計量數排序..……………………51
表4-14 教師指導競賽、獲得獎勵與創造性轉化之關係…………………………52
表4-15 教師性別在四個依變項之樣本數、平均數與標準差……………………53
表4-16 教師性別在「認知互動」、「情感互動」、「工作希望感受」與「創造性
轉化」的多變量變異數分析摘要表………………………………………54
表4-17教師學歷在四個依變項之樣本數、平均數與標準差…..…...……………55
表4-18 教師學歷在「認知互動」、「情感互動」、「工作希望感受」與「創造性
轉化」的多變量變異數分析摘要表…………………………………….…55
表4-19不同教育階段教師在各研究變項之樣本數、平均數與標準差……….…56
表4-20 不同教育階段教師在「認知互動」、「情感互動」、「工作希望感受」與
「創造性轉化」的多變量變異數分析摘要表………………….…………57
表4-21 不同教育階段教師在「認知互動」、「情感互動」、「工作希望感受」與
「創造性轉化」的趨向分析。……….…………………………….…………58
表4-22教師教學年資在四個依變項之樣本數、平均數與標準差..…….….….…61
表4-23 教師教學年資在「認知互動」、「情感互動」、「工作希望感受」與「創
造性轉化」的多變量變異數分析摘要表………………….………………62
表4-24 教師社群種類在四個依變項之樣本數、平均數與標準差…..………..…63
表4-25 教師社群種類在「認知互動」、「情感互動」、「工作希望感受」與「創
造性轉化」的多變量變異數分析摘要表………….….………….………64
表4-26 校內外社群在四個依變項之樣本數、平均數與標準差……..…..………64
表4-27 校內外社群在「認知互動」、「情感互動」、「工作希望感受」與「創造
性轉化」的多變量變異數分析摘要表……………………………..………65
表4-28 社群運作時間在四個依變項之樣本數、平均數與標準差……….………66
表4-29 社群運作時間在「認知互動」、「情感互動」、「工作希望感受」與「創
造性轉化」的多變量變異數分析摘要表…………………….……………66
表4-30 社群階段在四個依變項之樣本數、平均數與標準差……………………68
表4-31 社群階段在「認知互動」、「情感互動」、「工作希望感受」與「創造性
轉化」的多變量變異數分析摘要表………………………………….……68
表4-32 社群角色在四個依變項之樣本數、平均數與標準差………….…………70

表4-33 社群角色在「認知互動」、「情感互動」、「工作希望感受」與「創造性
轉化」的多變量變異數分析摘要表………………………………………..70
表4-34 「教師社群互動、工作希望與創造性轉化」模式各項適合度指標………72

















圖 次
圖3-1 研究架構…………………………………………………………..…………27
圖3-2 「教師社群互動、工作希望感受與創造性轉化」假設性結構方程模式……30
圖4-1 不同教育階段教師在認知互動總分上的分佈情形………………..………59
圖4-2 不同教育階段教師在情感互動總分上的分佈情形………………………..59
圖4-3 不同教育階段教師在工作希望總分上的分佈情形………………….….…60
圖4-4 不同教育階段教師在創造性轉化總分上的分佈情形…………………......60
圖4-5 「教師社群互動、工作希望感受與創造性轉化」結構方程模式..……….75		zh_TW
dc.format.extent 50058 bytes-
dc.format.extent 130348 bytes-
dc.format.extent 77132 bytes-
dc.format.extent 85832 bytes-
dc.format.extent 152021 bytes-
dc.format.extent 212024 bytes-
dc.format.extent 77442 bytes-
dc.format.extent 235661 bytes-
dc.format.extent 459771 bytes-
dc.format.extent 432135 bytes-
dc.format.extent 216668 bytes-
dc.format.extent 189420 bytes-
dc.format.extent 214568 bytes-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0891525111en_US
dc.subject (關鍵詞) 社群互動zh_TW
dc.subject (關鍵詞) 工作希望感受zh_TW
dc.subject (關鍵詞) 創造性轉化zh_TW
dc.subject (關鍵詞) teacher communityen_US
dc.subject (關鍵詞) work hopeen_US
dc.subject (關鍵詞) creative transformationen_US
dc.title (題名) 教師社群互動、工作希望感受與創造性轉化之關係：量化模式建構與典範案例分析zh_TW
dc.title (題名) Teacher Community, Work Hope, and Creative Transformation: Model Construction and Case Analysisen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 中文部份zh_TW
dc.relation.reference (參考文獻) 尤幸弘（2005）。Amabile創造力成份理論模式驗證之研究:以廣告業為例。國立中正大學成人及繼續教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 王沂釗（2005）。幽谷中的曙光－正向心理學發展與希望理論在輔導上的應用。教育研究月刊，134，106-117。zh_TW
dc.relation.reference (參考文獻) 史美奐（2003）。國中教師創新教學專業能力之研究－以臺北市國民中學為例。國立臺灣師範大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 江羽慈（2003）。影響國小教師採用資訊科技創新教學因素之研究。國立交通大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 池榮尉（2004）。國民小學教師團隊發展歷程之研究—以啄木鳥教師團隊為例。中原大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 吳振賢（2002）。教師網路融入教學態度、網路融入教學行為及其相關因素之研究。國立政治大學教育學系博士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 李佩玲（2002）。教師分級制對教師專業發展的影響－專業學習社群教師的觀點。國立花蓮師範學院國民教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 李宗倫（2003）。個人創造力歷程之研究 — 動機理論之整合觀點。國立中山大學企業管理學系研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 李勇諭（2005）。透過網路學習社群提昇一位初任教師的數學 教學專業知識之研究。臺北市立師範學院數學資訊教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 房柏成（2003）。國小學習型教師團隊建立教學檔案經驗之研究。國立嘉義大學國民教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 林偉文（2002）。國民中小學學校組織文化、教師創意教學潛能與創意教學之關係。國立政治大學教育學系博士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 林富能（2003）。網路實務社群為基礎的音樂教師在職進修研究。國立高雄師範大學資訊教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 林毓生（1988）。中國傳統的創造性轉化。北京：三聯。zh_TW
dc.relation.reference (參考文獻) 邱皓政（2005）。創造力的測量與共識衡鑑。教育集刊，30，50-73。zh_TW
dc.relation.reference (參考文獻) 洪素蘋（2004）。重要他人回饋、創意自我效能、內、外在動機對創意行為的影響：社會認知理論為基礎的結構方程模式檢驗。國立交通大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 唐淑華（2004）。希望感的提升－另一個進行情意教育的取向（I）。行政院國家科學委員會專題研究成果報告（NSC92-2413-H259-001）。zh_TW
dc.relation.reference (參考文獻) 唐淑華（2005）。希望感的提升－另一個進行情意教育的取向（II）。行政院國家科學委員會專題研究成果報告（NSC93-2413-H259-002）。zh_TW
dc.relation.reference (參考文獻) 許春葉（2004）。國中數學教師於任教學校發展學習型組織社群之行動研究。彰化師範大學科學教育研究所在職進修專班碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 郭木山（2001）。國民小學學校本位教師專業發展之個案研究－以一個教師社群協同反省的行動研究為例。國立臺中師範學院國民教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 陳怡蒹（2007）。希望理論融入生涯輔導方案以提升國中體育班學生生涯發展概念與希望感之實驗研究。國立東華大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 陳美玉（2005）。師資生個人知識管理及其對專業學習與發展影響之研究。師大學報，50（2），181-202。zh_TW
dc.relation.reference (參考文獻) 陳雅智（1998）。國中理化教師的行動研究：專業改變與學習社群。國立高雄師範大學/科學教育學系碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 曾敬梅、蔡政安、吳靜吉（2003）。不同類別研究生在創造力特質、創新行為與所知覺系所創造氛圍上之比較。中國心理學會第四十屆年會會議論文。zh_TW
dc.relation.reference (參考文獻) 黃郁婷、蔡碧璉（2005）。靈光乍現？系統建構？--創意教師行動研究歷程剖析。「培養新世紀的國民」學術研討會。國立彰化師範大學教育研究所主辦。zh_TW
dc.relation.reference (參考文獻) 黃惠君（2006）。國中教師人口變項、玩興、教學動機、快樂感受與創意教學之關係。國立中山大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 黃德祥、謝龍卿、薛秀宜、洪佩圓（2003）。國小、國中與高中學生希望、樂觀與學業成就之相關研究。彰化師大教育學報，5，33-61。zh_TW
dc.relation.reference (參考文獻) 楊美姍（2004）。社群協助創意教師行動研究之個案研究─以高雄師範大學Adept實驗室為例。國立高雄師範大學物理學系碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 楊振富譯（2002）。Senge, P. M., Cambron-McCabe, N., Lucas, T., smith, B., Dutton, J., & Kleiner, A. (2000)原著。學習型學校（下冊）（Schools that learn: A fifth discipline fieldbook or educators, parents, and everyone who cares about education）。台北：天下。zh_TW
dc.relation.reference (參考文獻) 楊智先（2000）。教師工作動機、選擇壓力、社會互動與創造力之關係。國立政治大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 詹志禹（2002）。創造力教育白皮書－小學教育。台北：教育部。zh_TW
dc.relation.reference (參考文獻) 詹志禹（2003）。課程創新與教師的自我創化－系統演化的觀點。教育資料集刊，28，145-173。zh_TW
dc.relation.reference (參考文獻) 詹志禹（2005）。臺灣地區國小高年級兒童的創意經驗及其家庭因素。教育與心理研究，28(4)，591-615。zh_TW
dc.relation.reference (參考文獻) 詹婉鈺（2006）。國中小教師教學熱情及其相關因素之研究。國立政治大學教育學系博士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 劉三寶（2005）。經營一個教師行動研究網路社群之行動研究。國立台中師範學院自然科學教育學系碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 劉家全（2002）。透過網路成長社群互動提昇一位國中初任數學教師教學專業發展之研究。國立高雄師範大學數學系碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 歐志昌（2003）。網路學習社群對數學教師專業能力提升之研究。國立高雄師範大學科學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 潘建光（2001）。促進教師互動與學習社群網站之建構－以國民中學公民與道德科為例。大葉大學資訊管理研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 蔡宜貞（2005）。組織創新氛圍、教師工作內外在動機對國小教師創意教學行為影響之結構方程模式檢驗。國立交通大學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 蔡碧璉（投稿中）。優質創意教師行動研究計畫歷程之探究。zh_TW
dc.relation.reference (參考文獻) 蕭詔文（2002）。高中資優生師徒關係及相關因素之研究－數理生、藝術生與一般生之對照。國立政治大學教育學系碩士論文未出版。zh_TW
dc.relation.reference (參考文獻) 繆長泉（2004）。經營自然領域教師網路社群之研究。臺北市立師範學院科學教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 薛秀宜（2004）。希望理論在學生輔導上之應用。教育研究，120，94-100。zh_TW
dc.relation.reference (參考文獻) 顏宏如（2003）。以國小英語教師專業成長社群瞭解英語閱讀教學現狀與教師參與團體之感想。國立台北師範學院兒童英語教育研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 羅逸園（2003）。多國籍企業子公司創新程度影響因素之探討－以3M亞洲地區子公司為例。中原企業管理研究所碩士論文，未出版。zh_TW
dc.relation.reference (參考文獻) 英文部分zh_TW
dc.relation.reference (參考文獻) Agrell, A., & Gustafson, R. (1994). The team climate inventory (TCI) and group innovation: A psychometric test on a Swedish sample of work groups. Journal of Occupational and Organizational Pschology, 67, 143-151.zh_TW
dc.relation.reference (參考文獻) Amabile, T. M.(1996). Creativity in the context. New York: Springer-Verlag.zh_TW
dc.relation.reference (參考文獻) Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative science quarterly, 50(3), 367-403.zh_TW
dc.relation.reference (參考文獻) Ancona, D. C., & Caldwell, D. F. (1992). Demography and design: Predictors of new product team performance. Organization Science, 3, 321-341.zh_TW
dc.relation.reference (參考文獻) Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Reciew, 106, 529-550.zh_TW
dc.relation.reference (參考文獻) Balach, C. A., Szymanski, G. J. (2003). The growth of a professional learning community through collaborative action research. (ERIC Document Reproduction Service No. ED 477527)zh_TW
dc.relation.reference (參考文獻) Berlinger-Gustafson, C.(2004). Building professional learning communities. Retrieved October 22, 2004, from http://www.teachinflorida.com/teachertoolkit/ PLC.htmzh_TW
dc.relation.reference (參考文獻) Black, A. L., & Halliwell, G. (2000). Accessing practical knowledge: how? why? Teaching and Teacher education,16(1), 103-115.zh_TW
dc.relation.reference (參考文獻) Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson(Eds.), Review of research in education, Vol. 24(pp.249-306). Washington, DC: American Educational research Association.zh_TW
dc.relation.reference (參考文獻) Csikszentmihalyi, M. (1996). Creativity. New York: Harper Collins.zh_TW
dc.relation.reference (參考文獻) Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R.J. Sternberg(Ed),Handbook of creativity(pp. 313-335). NY: Cambridge.zh_TW
dc.relation.reference (參考文獻) DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Indiana: National Educational Service.zh_TW
dc.relation.reference (參考文獻) DuFour, R. (2004). What is a “ Professional learning community” ? Educational Leadership, 61(8), 6-11.zh_TW
dc.relation.reference (參考文獻) Farrell, M. P. (2001). Collaborative Circles: Friendship Dynamics & Creative Work. Chicago: The University of Chicago Press.zh_TW
dc.relation.reference (參考文獻) Ford, C. M. (1996). A theory of individual creative action in multiple social domains. Academy of Management Review, 21(4), 1112-1142.zh_TW
dc.relation.reference (參考文獻) Fulton, K. P., and Riel, M.(1998).Professional development through learning communities. Edutopia online. Retrieved October 22, 2004, from http://www. gse.uci.edu/vkiosk/faculty/reil/reil-fulton.htmlzh_TW
dc.relation.reference (參考文獻) Gilson, L. L., & Shalley, C. E. (2004). A little creativity goes a long way: an examination of teams’ engagement in creative process. Journal of Management, 30(4), 453-470.zh_TW
dc.relation.reference (參考文獻) Gilson, L.L. (2001). Diversity, dissimilarity and creativity: Does group composition or being difference enhance or hinder creative performance. Washongton, DC: Academy of Management Meetings.zh_TW
dc.relation.reference (參考文獻) Gist, M. E. (1989). The influence of training method on self-efficacy and idea generation among managers. Academy of Management Review, 42, 787-805.zh_TW
dc.relation.reference (參考文獻) Glazer, E. M., & Hannafin, M. J. (2006). The collaborative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education, 22(2), 179-193.zh_TW
dc.relation.reference (參考文獻) Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a Theory of Teacher Community. Teachers College Record, 103(6), 942-1012.zh_TW
dc.relation.reference (參考文獻) Hara, N. (2001). Formal and informal learning: Incorporating communities of practice into professional development. Paper presented at the American Educational Research Association Annual Meeting, Seattle, WA.zh_TW
dc.relation.reference (參考文獻) Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. (ERIC Document Reproduction Service No. ED 410 659)zh_TW
dc.relation.reference (參考文獻) Hord, S. M. (1998). Creating a professional learning community: Cottonwood Creek school. Issue…about Change, 6(2). (ERIC Document Reproduction Service No. ED 424 685)zh_TW
dc.relation.reference (參考文獻) Hord, S. M. (2004). Professional learning communities: An overview. In S. M. Hord(Ed.). Learning together, leading together: Changing school through professional learning communities(pp.5-14). NY: Teachers College Press.zh_TW
dc.relation.reference (參考文獻) Huffman, J. B. (2001). The role of shared values and vision in creating professional learning communities. (ERIC Document Reproduction Service No. ED 466028)zh_TW
dc.relation.reference (參考文獻) Isen, A. M. (1999). Positive affect. In T. Dalgleish & M. Power(Eds.), The handbook of cognition and emotion. (pp.521-539). New York: Wiley.zh_TW
dc.relation.reference (參考文獻) Isen, A. M. (2003). Positive affect as a source of human strength. In Lisa G. Aspinwall & Ursula M. Staudinger (Eds.). A psychology of human strengths(pp.179-195). Washington: American Psychological Association.zh_TW
dc.relation.reference (參考文獻) Kanter, R. M. (1988). When a thousand flowers bloom: Structural, collective, and social conditions for innovation in organizations. In B. M. Staw, & L. L. Cummings(Eds.), Research in Organizational Behavior, vol. 10(pp.169-211). Greenwich, CT: JAI Press.zh_TW
dc.relation.reference (參考文獻) Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Little, J. W. (2002). Locating learning in teachers’ communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917-946.zh_TW
dc.relation.reference (參考文獻) Louis, K. S., Marks, H. M. & Kruse, S. (1996). Teachers’ professional community in restructuring school. American Educational Research Journal, 33(4), 757-798.zh_TW
dc.relation.reference (參考文獻) Madjar, N., Oldham, G. R., & Pratt, M. G. (2002). There’s no place like home? The contributions of work and nonwork creativity support to employees’ creative performance. Academy of Management Journal, 45, 757-767.zh_TW
dc.relation.reference (參考文獻) Massachusetts ASCD(2004). Learning communities: A new definition of professional development. Retrieved October 22, 2004, from http://www.mascd.org/docs/ focwin04.htmzh_TW
dc.relation.reference (參考文獻) Mayer, R. E. (1999). Fifty years of creativity research. In R. J. Sternberg (Ed),Handbook of creativity(pp.449-460). Cambridge: Cambridge University press.zh_TW
dc.relation.reference (參考文獻) McLaughlin, M., & Talbert, J. (2001). Secondary schoolteaching in context. Chicago: University of Chicago Press.zh_TW
dc.relation.reference (參考文獻) Meichenbaum, D. (1975). Enhancing creativity by modifying what subjects say to themselves. American Educational Research Journal, 12, 129-145.zh_TW
dc.relation.reference (參考文獻) Monge, P. R., Cozzen, M. D., & Contractor, N. S. (1992). Communicational and motivational predictors of the dynamics of organizational innovation. Organization Science, 3, 250-274.zh_TW
dc.relation.reference (參考文獻) Nelson, B. C., & Hammerman, J. K. (1996). Reconceptualizing teaching: Moving toward the creation of intellectual communities of students, teachers, and teacher educators. In M. W. McLaughlin & I. Oberman(Eds.), Teacher learning: New policies, new practices(pp.3-21). New York: Teachers College Press.zh_TW
dc.relation.reference (參考文獻) Perry-Smith, J. E., & Shalley, C. E. (2003). The social side of creativity: A static and dynamic social network perspective. Academy of Management Review, 28, 89-106.zh_TW
dc.relation.reference (參考文獻) Sachs, J. (2003). The activist teaching profession. Buckingham: Open University Press.zh_TW
dc.relation.reference (參考文獻) Sergiovanni, T. (1999). The story of community. In J. Retallick, B. Cocklin, and K. Coombe (eds.) Learning communities: issues, strategies and contexts(pp.9-25) , New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Shalley, C. E., & Gilson, L. L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15, 33-53.zh_TW
dc.relation.reference (參考文獻) Shalley, C. E., & Perry-Smith, J. E.(2001). Effects of social-psychological factors on creative performance: The role of informational and controlling expected evaluation and modeling experience. Organizational Behavior and Human Decision Processes, 84, 1-22.zh_TW
dc.relation.reference (參考文獻) Sim, C. (2006). Preparing for professional experiences-incorporating pre-service teachers as ‘communities of practice’. Teaching and Teacher Education, 22(1), 77-83.zh_TW
dc.relation.reference (參考文獻) Simonton, K. D. (1984) Genius, creativity, and leadership. MA: Harvard University Press.zh_TW
dc.relation.reference (參考文獻) Simonton, K. D. (1999).Creativity from a historiometric perspective. In R.J. Sternberg (Ed.),Handbook of creativity(pp.116-133). NY: Cambridge.zh_TW
dc.relation.reference (參考文獻) Snow-Gerono, J. L. (2005). Professional development in culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21(3), 241-256.zh_TW
dc.relation.reference (參考文獻) Snyder, C. R. (2002). Hope theory: Rainbow in the mind. Psychological Inquiry, 13(4), 249-275.zh_TW
dc.relation.reference (參考文獻) Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). Hope theory. In C. R. Snyder & S. J. Lopez (Eds.). Handbook of Positive Psychology (pp. 257-276). New York: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. F., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the State Hope Scale. Journal of Personality and Social Psychology, 2, 321-335.zh_TW
dc.relation.reference (參考文獻) Sutherland, L. M., Scanlon, L. A., & Sperring, A. (2005). New directions in preparing professionals: examing issues in engaging students in communities of practice through a school-university partnership. Teaching and Teacher Education, 21(1), 79-92.zh_TW
dc.relation.reference (參考文獻) ten Dam, G. T. M., Blom, S. (2006). Learning through participation: The potential od school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22(6), 647-660.zh_TW
dc.relation.reference (參考文獻) Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. NY: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press.zh_TW
dc.relation.reference (參考文獻) Westheimer, J. (1998). Among school teachers: Community, autonomy, and ideology in teachers’ work. NY: Teachers College Press.zh_TW
dc.relation.reference (參考文獻) Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993). Toward a theory of organizational creativity. Academy of Management Review,18, 293-321.zh_TW