教師專業發展評鑑之現況分析以新北市某國小為例

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/93714

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题名:	教師專業發展評鑑之現況分析以新北市某國小為例
其它题名:	Study on teacher evaluation for professional development : a case study of an elementary school in New Taipei City
作者:	莊麗珠;Chuang, Li-Ju
贡献者:	淡江大學教育科技學系碩士在職專班何俐安;Ho, Li-An
关键词:	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
日期:	2013
上传时间:	2014-01-23 13:26:50 (UTC+8)
摘要:	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。本研究經資料分析與整理，獲致以下結論： 1.教師對於教師專業發展評鑑之實施給予肯定與支持，並希望透過同儕視導與專業對話提升專業成長，值得推廣。 2.教師為了參與教師專業發展評鑑，需要付出許多時間與心血，建議制定相關配套措施，鼓勵主動參與之教師。 3.教師對於評鑑制度的內容認識不清、壓力過大、時間無法配合，而影響參與之意願。 4.評鑑人員的培訓方式宜更多元、更嚴謹，評鑑之結果方能說服參與之教師。 5.評鑑制度宜採永續之模式進行之，勿流於形式，除去外界之疑慮。 6.建議透過立法程序方能達到全面實施之目標。 7.根據上述結論提出以下建議： (1)應加速立法、修法明確訂定教師專業發展評鑑之未來方向。 (2)加強宣導推動教師專業發展評鑑之理念。 (3)設計更精簡、適切的評鑑工具。 (4)訂定參與教師專業發展評鑑獎勵辦法，增加更多教師參與的意願。 (5)減少教師授課時數，提供教師專業成長的機會。 (6)鼓勵教師組織專業社群，提升專業素養。 (7)設置教師專業發展評鑑組，獨立窗口推動相關業務。 (8)建議教師以積極正向的態度接受教師專業發展評鑑。 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.
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