學校變革生發的場域分析：以學習共同體為焦點

In the context of Taiwan’s 12-year Basic Education, a “learning communities” approach has initiated a new wave of school innovation. To investigate and explain the differences in schools’ outcomes following implementation of this initiative, the present study recruited one junior high school which successfully initiated change and one which found changes difficult to produce. The researchers interviewed key acting subjects: principals, directors, and teachers, adopting Bourdieu’s field theory as a framework for data analysis. The findings reveal that schools at different positions in the field of power demonstrated varying degrees of autonomy for change, with the school at the autonomous pole exerting a higher degree of autonomy than the school at the heteronomous pole. Moreover, homology of position between schools and communities triggered or prohibited changes in schools, with a stronger effect for the school at the heteronomous pole than for the school at the autonomous pole. Additionally, the habitus and