| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 97 === The study aims to explore the development of the iEARN Taiwan teacher community of practice, including its formation, operation, interaction, developmental process as well as its impact on individuals and schools.
The study found that iEARN Taiwan was originated from a network of old social structures and the structural elements of iEARN Taiwan are people, things and practice. Annual meetings created a rhythm for the community and data on the web needs to be integrated. The community members needed to take different roles in order to support the functions of iEARN Taiwan.
The members of the community interacted with each other through multiple ways and their communications often involve rich content. The members of the community had some common characteristics, namely the willingness to share and collaborate, model of VIRAD, prefer face-to-face interactions than online interactions. In addition, the study also found that colleagues in school agreed with members of iEARN Taiwan, but did not want to participate. The development stages of iEARN Taiwan began with forming a peripheral group, then an active group and finally a core group. There were multiple development strategies for iEARN, such as teacher training, issues writing, holding activities, one-to-one lead, volunteer training and so on.
The study found that community members of iEARN Taiwan felt their own professional growth, and brought students harvests in the implementation of iEARN projects, so community members were willing to try hard and share in the community. The difficulties of iEARN Taiwan were short of manpower, funding and how to reverse the social concept of diploma doctrine. The challenge of iEARN Taiwan was sustainable management.
Based on the present study, twelve suggestions are proposed as following：
1. Concentrate on the important issues of the CoP in order to promote community development.
2. Establish important roles of the CoP to enable the effective functioning of community.
3. Encourage members to share practices and pay attention to how to manage practices.
4. Through the face-to-face meetings to establish trust among members and to link community members.
5. Integrate current website and afford members systems of the forum for joint reflection and sharing of knowledge.
6. Build project-based learning website for iEARN Taiwan teachers and students to use.
7. Through various channels that can market practices to attract new members join the community.
8. Measure the value of CoP; put the personal professional development, contribution of the community and interests of organization together.
9. School leaders should encourage teachers who are willing to participate in the international projects and should provide supports and resources to teachers.
10. In way of multiple cases to investigate the different CoP.
11. To explore the relationship between dimensions as follows：its formation, operation, interaction, development and the impact of iEARN Taiwan.
12. Extend the research to explore the effectiveness of iEARN Taiwan teacher community of practice.
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