||With newly incorporated school-based compulsory courses and multiple elective courses, the 108 Curriculum Guidelines differ substantially from previous curriculum guidelines in terms of content. In response to this policy change, teachers have formed collaborative lesson planning communities. This study investigated the development, effectiveness, and difficulties of collaborative lesson planning communities under the implementation of the 108 Curriculum Guidelines; furthermore, this study also discussed variables influencing the effectiveness of such communities. A case study was conducted on two senior high schools in Kaohsiung , one of which is a pilot school and the other is not. Data were collected primarily through interviews and supplemented by literature reviews. The data were then analyzed through analytical induction.|
The following results were obtained: (a) the collaborative lesson planning communities formed in response to the 108 Curriculum Guidelines mostly focused on interdisciplinary collaborative planning; (b) collaborative lesson planning facilitated mutually beneficial situations among teachers, students, and schools; (c) organizational structure and institutional fairness were influential to the development of collaborative lesson planning communities; and (d) difficulties in finding a shared time for collaborative lesson planning and teachers’ problems in adaptation were the main obstacles encountered. Finally, the researcher drew conclusions and proposed suggestions to schools, competent authorities of education, and future researchers to serve as a reference for subsequent policy promotion and research.