本質性個案研究之目的在探討臺灣雙語小學執行雙語共備之方法，以及探究共備如何形塑教師之自我效能感。本研究使用四種資料收集方法: 訪談、共備觀察、文件收集、以及口頭回顧反思。研究顯示該共備社群是以動態循環的方式進行，社群內的共備合作力量強大。此外，兩位資深教師的自我效能感因為共備社群而增加，然而，另一位資深教師則因龐大的行政工作量而覺得難以兼顧行政工作及雙語教學。由此，我們確定動態循環模式以及團隊合作在雙語共備中的重要性，以及不同教師會因為個人的工作重心、自我能力、工作量不同而有不同的自我效能變化。本研究提供雙語學校一個執行雙語共備的範例，此外，也呈現出共備形塑教師自我效能感之歷程，共備的重要性便顯而易見。

The objectives of this qualitative case study were to examine how a collaborative lesson planning (CLP) group was implemented in a bilingual elementary school in Taiwan and to explore how CLP shaped teachers’ self-efficacy. I used four different methods to collect data: interviews, observations of the CLP group, documents, and oral reflections. The results indicated that the CLP group was implemented in a dynamic cycle, and that the collaboration in the group was strong and powerful. In addition, two experienced teachers’ self-efficacy increased due to CLP, while another experienced teacher’s availability of bilingual teaching decreased owing to heavy administrative workload. The conclusion was that the dynamic cycle of CLP and collaborative teamwork were important in implementing CLP. Furthermore, CLP might increase teachers’ self-efficacy (TSE). TSE might also be influenced by other factors, such as work focus, abilities, and heavy workload. The pedagogical contribution of this study is to provide a CLP implementation framework for bilingual schools. Furthermore, this study provides an example that how teachers’ self-efficacy was shaped by CLP and the importance of CLP could be well emphasized.

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