| 摘要: | 本研究係以個案研究法針對一所國中實施教師專業發展評鑑進行探究。本研究之目的旨在瞭解國中實施教師專業發展評鑑之歷程、成效與困境，及教師參與之動機與期待。經由實地觀察、訪談，及相關文件資料之蒐集分析，就研究目的，提出以下六點結論：
一、教師參與教師專業發展評鑑最主要的動機是專業提升的需求，其次是認證取得與夥伴相約，及為了配合學習共同體專案而參加。
二、教師參與教師專業發展評鑑的期望涵蓋著：多元面向的專業成長、評鑑證書的取得及自願參與之原則。
三、教師專業發展評鑑之推動始於學校領導者的鼓勵，進而啟動校本評鑑，並發揮教師團隊領導者之影響力，型塑共學夥伴氛圍。
四、教師專業發展評鑑的參與性創造了專業對話與相互學習的管道，協助教學實務的改進，牽動個人及校內組織團隊的學習。
五、學校推動教師專業發展評鑑時面臨著困境有：行政作業資訊不夠完整周詳，正式社群運作停滯。
六、教師參與教師專業發展評鑑遇到的問題有：評鑑專業度及時間的不足，質疑評鑑之目的與效益，且後續專業成長機制不明確。
依據結論分別對個案學校、教育行政機關以及後續研究途徑，提出建議。
This study uses the methodology of case study to explore the teachers’ professionalism development evaluation in a junior high school. The purpose of this study aims to understand the process, effect, and conundrum of the teachers’ professionalism development evaluation imposed in junior high schools. In addition, teachers’ motivation and expectation of participation are also discussed.
Via fact-finding observation, interviews, and analysis of the collection of related data, in terms of the research purpose, six conclusions are reached as follows:
1.The main motivations of teachers’ participation of teachers’ professional development evaluation are the need of elevating professionalism and gaining certificates. Companionship and invitation are the second , and the special case of a study community is the reason to participate .
2.The expectations of teachers’ participation of teachers’ professional development evaluation are inclusive of pluralistic professionalism growth, gaining certificates and the principle of volunteering participation.
3.The push of teachers’ professional development evaluation is based on the encouragement of schools’ leaders. Furthermore, school-based evaluations are initiated, and the influence of the leader of a teachers’ team is exerted, and the atmosphere of study companionship is formed.
4.The nature of participation of teachers’ professional development evaluation creates the channel of professionalism dialogues and mutual study, and helps with the improvement of teaching affairs, involving the learning of individuals and inside-school organizations and teams.
5.The conundrums faced by the schools in pushing teachers’ professional development evaluation are as follows: incompleteness of the information of executive operations, and the halt of formal social group operations.
6.The problems faced in teachers’ participation of teachers’ professional development evaluation are as follows: the insufficiency of evaluation professionalism and time, doubt of evaluation’s purpose and effect, and uncertainty of the follow-up professionalism growth mechanism.
According to the conclusion, suggestions are proposed for case school, educational administrative bodies, and the following research. |
