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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/93714

    Title: 教師專業發展評鑑之現況分析以新北市某國小為例
    Other Titles: Study on teacher evaluation for professional development : a case study of an elementary school in New Taipei City
    Authors: 莊麗珠;Chuang, Li-Ju
    Contributors: 淡江大學教育科技學系碩士在職專班
    何俐安;Ho, Li-An
    Keywords: 教師專業發展評鑑;教師專業發展;教師專業;The teacher evaluation for professional growth;professional growth;teacher professionalism
    Date: 2013
    Issue Date: 2014-01-23 13:26:50 (UTC+8)
    Abstract: 本研究旨在瞭解個案學校教師參與教育部所辦理「教師專業發展評鑑」之現況與成效,探討個案學校教師參與之動機、成果與面臨之困境,根據研究結果提出具體建議,提供教育行政機關推動教師專業發展評鑑之參考。本研究採取個案研究法進行研究,研究對象為個案學校之行政人員、導師、科任教師以及未參與教師專業評鑑之教師,透過半結構式訪談、參與觀察與文件分析等方式進行深入瞭解。
    The study aims to explore the current status and outcomes of the Teacher Evaluation for Professional Development program at the case school. Particularly, this present study focuses on the teachers in the case school who participate in the Teacher Evaluation for Professional Development program, held by Ministry of Education (MOE), in order to discover why teachers participate, and the outcomes as well dilemmas during their participation. Suggestions based on the findings are then proposed for executives of MOE to further refine the teacher evaluation. The study adopts a case-study approach, which targets on teachers, including administrative staff, home-room teachers, subject teachers, and teachers still not participating in the program at the case school. For a better understanding, the study was processed by means of semi-structured interviews, participant observation, data analysis, etc. The study concludes that:
    1.Teachers confirm and support the teacher evaluation for professional growth, and recommend peer supervision and profession dialogue to elevate the growth.
    2.Teachers must spend lots of time and efforts to take the evaluation; therefore, a package of measures is recommended to encourage teachers to participate.
    3.Teachers are likely not to participate in the evaluation, owing to the misunderstanding of the evaluation system, too much pressure, or the incapability of coordinating their time.
    4.Teachers, participating in the evaluation, will be more convinced of the evaluation results if the trainings of evaluating staff could be more diverse and strict.
    5.The evaluation system should be practiced in a sustainable way, instead of formality, to dispel the suspicion from the outside.
    6.The overall evaluation of teachers could be achieved only if the enforcement is enacted.
    7.Suggestions based on above-mentioned conclusions are as following,
    (1)Accelerate the enactment and amendment of law to steer the teacher evaluation for professional growth in the future.
    (2)Enhance and promote the ideas on the teacher evaluation for professional growth.
    (3)Design a more compact and more proper kit of tools to evaluate teachers.
    (4)Provide rewarding measures to encourage teachers to participate in the evaluation.
    (5)Offer rooms for professional growth by reducing teaching hours.
    (6)Encourage teachers to organize professional communities to raise their professionalism.
    (7)Set up a division of professional evaluation and an independent mechanism to promote the relevant services.
    (8)Recommend teachers to take a positive and receptive attitude toward the evaluation.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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