國中教育實務工作者對教師專業發展評鑑的觀點
No Thumbnail Available
Date
2010
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
教師專業發展評鑑到底對教育第一線的教育實務工作者意義為何？希望藉由本研究從教師專業及教師文化的多重面向分析教育實務工作者對教師專業發展評鑑的認知，並以深度訪談的方式，了解基層教師們內心深處的心聲或多樣性的看法。
本研究目的有以下兩點：
一、探究教師對「教師專業發展評鑑計劃」之看法與建議。
二、瞭解「教育部補助試辦教師專業發展評鑑實施計畫」對教師教學成效提昇與教師專業成長的影響。
本研究就教師對評鑑計劃的看法與對此計劃的期待，提出以下三點結論：
ㄧ、全面溝通的重要，正確評估敎與學的實際需要，讓教師專業發展評鑑計劃的實施有良好的溝通平台。
二、政策透明與公開，政策的制定應廣納教育實務工作者的聲音或想法，縮小計畫訂定與實質參與者間看法的落差。
三、教師的信念影響評鑑計畫的實施，面對教師的聲音，應採漸進的方式，深入了解教師的疑慮與困難，達成評鑑計劃推行的共識，評鑑計畫才能走得又穩又遠又具成效。
本研究根據相關理論探討、研究發現與結論，提出若干建議，作為教育當局或教師專業發展評鑑推動單位、教師本身及未來相關研究之參考。
Does professional development of teacher evaluation have significant meaning to our first line education workers? The purpose of this study is to explore teachers’ perception of “professional development of teacher evaluation” from a multiple perspectives research methodology. Analysis of teaching profession, study of school organizational culture, and in depth interviews are conducted to understand the diversity of middle school teachers’ feelings and opinions regarding “teacher evaluation for professional development”. The objectives of this study are as the followings: 1) To explore perception and obtain suggestions from teachers toward “teacher evaluation for professional development”. 2) To investigate the influences upon teaching effectiveness and profession by “ professional development of teacher evaluation experimental project” sponsored by Ministry of Education. According to the findings of this study, three conclusions are summarized as follows: 1) Top down comprehensive communication to all teachers and an appropriate evaluation method on teaching and learning could reflect the real need of teachers. 2) An open policy is crucial. Policymakers should listen to the voice of first line education workers in order to minimize the gap between them. 3) Teachers’ belief will affect the implementation of evaluation project. When listening to bottom up voice, policymaker should find teachers’ insight, doubts and difficulties at first, and gradually reach the consensus. Thus, this project could be effectively and stably completed. Based on related theoretical discussion, research findings and above conclusions, this study provides some useful suggestions to Ministry of Education, evaluation project team, education workers, and future researchers.
Does professional development of teacher evaluation have significant meaning to our first line education workers? The purpose of this study is to explore teachers’ perception of “professional development of teacher evaluation” from a multiple perspectives research methodology. Analysis of teaching profession, study of school organizational culture, and in depth interviews are conducted to understand the diversity of middle school teachers’ feelings and opinions regarding “teacher evaluation for professional development”. The objectives of this study are as the followings: 1) To explore perception and obtain suggestions from teachers toward “teacher evaluation for professional development”. 2) To investigate the influences upon teaching effectiveness and profession by “ professional development of teacher evaluation experimental project” sponsored by Ministry of Education. According to the findings of this study, three conclusions are summarized as follows: 1) Top down comprehensive communication to all teachers and an appropriate evaluation method on teaching and learning could reflect the real need of teachers. 2) An open policy is crucial. Policymakers should listen to the voice of first line education workers in order to minimize the gap between them. 3) Teachers’ belief will affect the implementation of evaluation project. When listening to bottom up voice, policymaker should find teachers’ insight, doubts and difficulties at first, and gradually reach the consensus. Thus, this project could be effectively and stably completed. Based on related theoretical discussion, research findings and above conclusions, this study provides some useful suggestions to Ministry of Education, evaluation project team, education workers, and future researchers.
Description
Keywords
教學專業化, 教師專業發展, 教師專業發展評鑑, teaching profession, teacher professional development, teacher evaluation for professional development