本文以行動研究取向探討111學年度臺東縣政府教育處擴大辦理輔導初任教師導入職場的專案，說明如何透過引進外部資源來培訓在地人才後，以在地人才解決在地教育問題的經驗。臺東縣中小學多數是小班小校，在小校同年級同領域的教師往往只有1位，教育處成立跨校遠距教師社群，為小校教師找到跨校同年級同領域共同備課、觀課、議課的夥伴，並由老手教師引導新手教師結合單元教學研究進行教師專業成長。共做任務包括解構教科書內容、盤點教學重點、結合概念為本探究策略進行線上教學設計、培養社群成員具備數位科技教學知能。研究發現教師與學生、學生與學生互動增加、班級氛圍改變、學生更為投入學習、教師因此更願意專業成長。

This paper employed an action research approach to investigate a program for beginning teachers’ induction training during the first se¬mester of the 2022 school year. It documented the policy implementation of the Educational Department of Taitung County Government, which employed external academic resources to train local talents and sought to solve local education problems. Most primary and secondary schools in Taitung County are predominantly small size with small classes, and with only one teacher teaching a single subject and grade level in each school. The Educational Department established distance cross-school teacher communities for small schools’ teachers to develop collaborative teaching on the same subject and grade level in several schools. The community members then developed co-preparation, co-teaching, co-observation, and post-class co-discussion, led by mentor teachers for beginning teach¬ers to practicing lesson study. The tasks in communities included decon¬structing textbooks, identifying key points of instruction, and design¬ing concept-based and inquiry-based teaching methods to enhance the community members’ digital technology teaching knowledge. The study found that this approach increased teacher-student and student-student interactions, changed the classroom climate, increased student engage-ment in learning, and fostered teachers’ professional growth.