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|Title: ||國民中學教務主任推動教師專業發展評鑑歷程與作為之研究 : 創新推廣之觀點|
|Other Titles: ||A study of the process of promoting teachers' professional development evaluation project by junior high school directors of academic affairs: the perspectives from innovation diffusion|
|Authors: ||林敏蓉;Lin, Min-jung|
|Keywords: ||教師專業發展評鑑;教師領導;變革代理人;教務主任;teacher leaders;change agent;the director of academic affairs|
|Issue Date: ||2010-01-11 00:37:03 (UTC+8)|
|Abstract: || 本研究旨在探討國民中學教務主任以「教師領導」及「變革代理人」兩種身份在推動「試辦教師專業發展評鑑實施計畫」歷程中的作為。本研究之研究對象為臺北市六位國民中學教務主任，以質性研究透過深度訪談嘗試從教師領導的觀點了解教務主任做為變革代理人來推動教師專業發展的變革歷程。本研究之發現如下：|
The purpose of this study is to investigate the roles of junior high school director of academic affairs as “teacher leadership”and “change agent”during the process of promoting “teachers'' professional development evaluation project”. The participants of this study were six directors of academic affairs form different Taipei junior high schools. In-depth interviews were conducted in this qualitative study to understand the views of the leadership of the Director of Academic Affairs trying as a change agent to promote the professional development evaluation of teachers during the process. The findings are as follows:
The directors who are responsible for promoting the pilot implementation of the“Teacher Professional Development Evaluation Project" must pay attention to the following tasks :
1.Must understand the meaning of the pilot program and positioning of the plan that will be the integration into other educational programs.
2.Besides a more simplified approach to reduce the concerns of teachers, they must earn the approval of the "opinion leaders", and then co-operatively to encourage teachers to participate together.
3.Schools have held the "Mentor Teacher Program", is more conductive in "readiness" and "teacher culture" to implement similar programs.
While promoting the pilot implementation of the "Teacher Professional Development Evaluation Project", directors have experienced five different stages: knowledge, persuasion, decision, implementation, and confirmation. In these stages, directors of have implemented the following tasks:
1.Knowledge - Emphasis on teachers’ career development, performance appraisal will not be affected, it will not cost them too much time and it is beneficial to teachers. Both self-assessment and peer assessment have completed models to choose from.
2.Persuasion – To stress that those highly professional teachers will be more in line with the standards of social values, and encourage teachers to obtain more credentials or certifications to highlight their professionalism.
3.Decision – To explain that "peer assessment" can be prepared in advance, teachers can select their own time, classes, methods (live or via recording) for the evaluation, and to provide the oppositions to research further education opportunity or the appeal.
4.Implementation - To provide funding and supplies for specialized lecturers, early stage training courses and classes scheduled rearrangement, administrative assistance on class scheduled rearrangement during peer assessment, encourage teachers to open up the classroom for others to observe and present relevant information, and help others on their problems.
5.Confirmation - Integrate programs to reduce the teachers related issues, arrange meaningful learning activities according to the teachers needs in order to continue to enhance their motivation, and emphasis the positive effects on directors’ assessment.
According to research findings, future recommendations were provided to the related authorities on education, director of academic affairs, and future research.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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