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    題名: A survey study on the needs of professional development for the compulsory education advisory group
    其他題名: 國民教育輔導團成員專業知能發展需求之調查研究
    作者: 秦于絜;Chin, Yu-chieh
    貢獻者: 淡江大學教育科技學系碩士班
    高熏芳;Kao, Hsun-fung
    關鍵詞: 國民教育輔導團;變革代理人;專業知能;專業發展;Compulsory Education Advisory Group;change agent;change facilitator;competency;professional development
    日期: 2007
    上傳時間: 2010-01-11 00:26:36 (UTC+8)
    摘要: 本研究針對國民教育輔導團成員專業人力發展進行需求評估,旨在探討輔導員扮演促進教育改革政策推廣關鍵之變革代理人角色,為實踐角色任務所應發展之專業知能,本研究以輔導員角度調查其對於知能內涵與發展方式之看法,並分析不同背景變項輔導員對專業發展需求之差異看法。以全國25縣市國中小8大學習領域輔導員為對象,採自編「國民教育輔導團成員專業知能發展自我評估」問卷進行分層抽樣調查,共發放448份問卷,有效回收問卷342份,回收率為76.34%,問卷信度Cronbach α值為0.96。

    本研究結果顯示:
    一、在專業知能內涵上,6層面與33項專業知能均有發展之需要,以層面而言,需求程度由高至低依序為:「變革內容」、「人際互動」、「研究發展」、「資源連結」、「諮詢診斷」以及「計畫管理」;從項目來看,發展需求排序前5項依次為:(1)學習領域專業;(2)學習領域教學方法與策略;(3)向教師解釋說明課程改革政策;(4)學習領域相關新興議題與最新發展趨勢;(5)團隊合作。
    二、不同背景之輔導員在11個個人變項上對於專業發展之需求達顯著差異,包括:教學年資、師資培育背景、學校層級、曾任深耕種子教師、現任中央輔導諮詢教師、減課節數、輔導年資、參與國立教育研究院籌備處辦理之研習、參與縣市辦理之研習、參與縣市領域輔導團辦理之研習、自行參與專業成長研習活動。
    三、在專業發展方式上,輔導員主要偏好「面對面」實體型態,期望之成長方式依序為:(1)培訓研習;(2)辦理參觀與觀摩活動;(3)資深帶領與教導新手;(4)面對面會議或討論。

    根據研究結果,本研究提出以下建議:
    一、 對於實務之建議
    (一)對於輔導團成員專業發展規劃之建議
    1. 在專業發展內容上,應將6個層面知能納入課程規劃範圍,並根據輔導員對於各個層面與項目之發展需求順序來排定課程。
    2. 在專業發展對象上,應根據不同年資經驗(教學、輔導年資)、工作任務職責與學校層級(國中、國小)之需求差異來規劃課程內容。
    3. 在專業發展方式上,應根據輔導員之偏好,並針對初任與資深輔導員之需求差異,採用不同之發展方式。
    (二)對於行政機關推動輔導團專業發展之建議
    1. 應賦予輔導員法定定位並清楚界定其資格條件。
    2. 應建置輔導員職務之生涯發展階梯。
    3. 應界定中央與地方輔導員專業發展機構之發展目標與重點內涵。
    (三)對於輔導團成員之建議
    1. 瞭解自身角色在教育變革推動過程中之定位與重要性,針對任務所需與自身不足參與並建議相關專業發展活動。
    2. 重視團內及國中小之間的專業對話,鼓勵資深帶領新手促進專業提昇。
    二、對於未來研究之建議
    (一)研究方法上,可透過焦點團體、個別訪談等方式蒐集資料,探索輔導員專業成長之需求動機,或採用縱貫研究法來瞭解整個輔導體制建置過程對於輔導員專業發展需要之改變。
    (二)研究對象上,可廣納教育部與縣市教育局官員、專家學者以及學校教師之觀點。
    (三)研究內容上,針對輔導員應具備之特質、動機與態度等專業知能項目做進一步研究。
    (四)研究議題上,可思考輔導團人力資源管理之相關因素,例如晉用、福利、待遇、考核、升遷等,以進一步建置輔導團專業發展系統。
    The purpose of this study is to investigate the needs of professional development for the Compulsory Education Advisory Group via self-assessed survey. The content and methods for professional growth program design were explored. Besides, the different needs between the demographic backgrounds of group members were analyzed.

    448 questionnaires were sent to the Compulsory Education Advisory Group members who were selected by stratified random sampling from all counties /cities in Taiwan. There were 342 returned and the valid rate of return is 76.34%. The reliability of the questionnaire is 0.96 of Cronbach α.

    The conclusions of the research were summarized as follows:
    1. All dimensions and items were regarded necessary for developmental enhancement. Among 6 dimensions, the priorities of developmental need are listed as follows: (1) change content, (2) interpersonal collaboration, (3) research and development, (4) resource linkage, (5) consultation and diagnosis, and (6) project management. Among 33 items, the top 5 rankings were: (1) learning areas (subject-matter), (2) pedagogical content knowledge, (3) innovation policies interpretation, (4) new trends and issues about learning areas, and (5) team collaboration.
    2. The degree of needs for professional development varied with different demographic backgrounds, such as “years of teaching”, “previous teacher education background”, “school level”, “special assignments”, “teaching load reduced” , “seniority in consultation” ,and “previous training experience”.
    3. Compulsory Education Advisory Group members tended to in favor of professional development programs delivered by “face to face” approach, including (1) lecture training/workshop, (2) visiting demonstration, (3) tutoring by senior staff, and (4) face-to-face conferences and discussion.

    The following suggestions were made for the future practice and research regarding to the professional development of Compulsory Education Advisory Group:
    A. For the professional development program
    1. Suggestions for the design of professional development program
    (1) The content of profession development programs should be designed according to the priority of needs disclosed in this research.
    (2) The arrangements of developmental programs should be individualized according to the teaching years, seniority in consultation, and the range of task duties.
    (3) “Off-site” or “on-the-job” training methods were the most welcomed professional development approaches. Besides, selecting appropriate methods for different mastery of competencies should be taken into account.
    2. Suggestions for administrative institutions
    (1) Qualifications and legal positions of the Compulsory Education Advisory Group should be identified.
    (2) Career path of the Compulsory Education Advisory Group members should be set up, in order to illustrate the vision of career development and facilitate the recruitment of the expert teachers.
    (3) Contents of training programs should be arranged differently and systematically based on the objectives of different levels of administration agencies, in terms of depth and width of the professional knowledge.
    3. Suggestions for Compulsory Education Advisory Group members
    (1) Members should understand the importance of role of being change facilitators in the educational reform context.
    (2) Professional reflections and dialogues between members should be emphasized; coaching to the novices by the experts should be also adopted.
    B. For future study
    1. Focus group and interviews are suggested to explore the motivations of developmental needs; and longitudinal study can be employed to investigate the changing needs during the service period.
    2. Suggestions of different kind of stakeholders can be further analyze to understand the different needs from other perspectives.
    3. The characteristics and attitudes of being a change facilitator can be further identified.
    4. The system of professional development for the Compulsory Education Advisory Group should be further established.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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