中小學試辦教師專業發展評鑑全國診斷性後設評鑑之研究
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Date
2011-09-??
Authors
潘慧玲
陳文彥
Journal Title
Journal ISSN
Volume Title
Publisher
師資培育與就業輔導處
Office of Teacher Education and Careers Service
Office of Teacher Education and Careers Service
Abstract
從政策評估的觀點來看，有評鑑就應有後設評鑑，教育部在教師專業發展評鑑的相關計畫中，亦明確指出應辦理專案訪視或後設評鑑研究。基於後設評鑑在教師專業發展評鑑推動上的重要性，本研究以診斷性後設評鑑模組為工其，透過諮詢輔導之提供，協助縣市進行全國中小學試辦教師專業發展評鑑的診斷性後設評鑑，並彙整縣市所得結果，進行全國性後設評鑑之研究。研究對象共計21 個縣市，研究目的旨在了解及診斷全國各縣市學校試辦教師專業發展評鑑之基本資料與執行情形。透過文件分析與問卷調查等方法，本研究根據各縣市診斷性後設評鑑之結果，分項進行檢核、診斷與分析，最後並根據研究結果，提出後續推動教師專業發展評鑑之政策建議。
The study was a meta-evaluation aiming to evaluate the characteristics and implementation of Teacher Evaluation for Professional Development (TEPD) in 21 counties in Taiwan for the last year of the pilot program. The research team helped the counties conduct meta-evaluation with the module of diagnostic meta-evaluation and collected their reports to do the nation-wide study. Using documentary analysis and survey method, the research team checked, diagnosed and analyzed the outcome of the diagnostic meta-evaluation of all the counties. At last, policy suggestions for implementing TEPD were proposed.
The study was a meta-evaluation aiming to evaluate the characteristics and implementation of Teacher Evaluation for Professional Development (TEPD) in 21 counties in Taiwan for the last year of the pilot program. The research team helped the counties conduct meta-evaluation with the module of diagnostic meta-evaluation and collected their reports to do the nation-wide study. Using documentary analysis and survey method, the research team checked, diagnosed and analyzed the outcome of the diagnostic meta-evaluation of all the counties. At last, policy suggestions for implementing TEPD were proposed.