許月貴Hsu, Yueh-Kuei許雅玲Hsu, Ya-Ling2022-06-079999-12-312022-06-072021https://etds.lib.ntnu.edu.tw/thesis/detail/516b43819cbc6ae300bc093f3fbd9b2a/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/116291本研究旨在探究兩位國中英語教師對於教師評鑑的看法，以及在參與臺灣教師專業發展評鑑之後，兩位國中英語教師的轉變及專業成長。另外也進一步探究兩位國中英語教師在教師評鑑過程中所遭遇到的挑戰及困境，以及其用以處理應對該挑戰及困境的問題解決策略。透過質性個案研究方法，本研究提出下列兩個研究問題：(一) 國中英語教師對於教師評鑑的看法為何？(二) 國中英語教師在教師專業發展評鑑過程中所遭遇的挑戰與困境為何？他們如何處理應對這些挑戰與困境？本研究採用的研究工具包括訪談、反思日誌、其他相關文件分析。本研究主要結果顯示：(一) 兩位國中英語教師對於教師專業發展評鑑持有正面或負面的看法。只有在英語教師能夠覺察到他們源自於教師專業發展評鑑的專業成長時才會對教師評鑑有正面的看法。並且，兩位英語教師都認為應該建立獎勵制度來鼓勵更多教師自願參與教師專業發展評鑑。此外，在參與教師專業發展評鑑之後，其中一位英語教師能夠覺察到她在專業成長上的轉變；而另一位則主張他的專業成長是由於他的自我要求，而非因為教師評鑑。(二) 兩項國中英語教師因教師專業發展評鑑而最常經歷的主要挑戰及困境是繁重的工作量及大量的文件資料。其中一位英語教師更進一步指出，在教師專業發展評鑑過程中的工作量及文件資料對教師的日常教學造成了干擾。 (三) 在教師專業發展評鑑過程中遭遇挑戰及困境時，兩位英語教師採用不同的問題處理策略。一位傾向先透過外部休閒活動來紓解壓力後再次回頭處理應對挑戰及困境；另一位則傾向直接面對挑戰並且處理應對困境，而不尋求紓壓策略。此外，兩位國中英語教師都為了教師觀課而調整了教學方式，並且在教師專業發展評鑑過程中遭遇挑戰及困境時，傾向請教同僚或與同事合作解決。 最後，根據本研究之結果，對於未來相關研究提出進一步的建議，並且也針對教師專業發展評鑑之施行方向及方式，對於國中英語教師、學校行政單位及教育部提供良善之建議。The present study aimed to investigate the two junior high school EFL teachers’ perceptions toward teacher evaluation as well as their changes and professional development after participating in Taiwan TEPD (the teacher evaluation for professional development). In addition, this study also further explored the challenges and difficulties that the two junior high school EFL teachers encountered during the process of the teacher evaluation as well as their problem-solving strategies adopted to cope with the challenges and difficulties. By conducting qualitative case study research design, the present study addressed two research questions: (1) What are junior high school EFL teachers’ perceptions toward teacher evaluation? (2) What challenges and difficulties do junior high school EFL teachers encounter during the teacher evaluation for professional development? How do they cope with the challenges and difficulties?The multiple research instruments that the teacher researcher adopted in the present study included interviews, reflection journals, and other related documentation. The three major findings can be summarized as follows: (1) The two junior high school EFL teachers possessed either positive or negative perceptions toward TEPD. The teacher evaluation was viewed positively only when the EFL teachers could perceive their professional growth resulting from TEPD. In addition, both of the EFL teachers suggested that the reward system should be established to encourage more teachers to voluntarily take part in TEPD. What’s more, one of the EFL teachers could sense the change of her professional development after joining TEPD while the other one claimed that his professional growth was due to his self-requirement rather than the teacher evaluation. (2) The two major challenges and difficulties that the junior high school EFL teachers experienced most were the heavy workload and plenty of paperwork generated from TEPD. One of the ELF teachers further indicated that the workload and paperwork caused interference in teachers’ daily instruction. (3) The two EFL teachers employed different problem-solving strategies when they confronted the challenges and difficulties during the process of TEPD. One tended to rely on external activities to help release his pressure first and then return to deal with the challenges and difficulties again; the other one was inclined to face the challenges and cope with the difficulties directly without seeking pressure-relieving strategies. Additionally, both of the EFL teachers made adjustments to their teaching for the lesson observations, and they consulted or cooperated with their colleagues when they confronted challenges and difficulties during the process of TEPD.Lastly, based on the findings of the present study, suggestions for future research were proposed. Advice on the direction and manners of the teacher evaluation for professional development was also provided for junior high school EFL teachers, school administration, and the MOE.教師評鑑國中英語教師專業成長teacher evaluationjunior high school EFL teachersprofessional development