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題名:「臺灣中小學教師專業發展評鑑」之方案評鑑—回應式取徑
作者:李思儀
作者(外文):LEE, SZU-YI
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:林佩璇
學位類別:博士
出版日期:2020
主題關鍵詞:專業發展教師專業發展評鑑方案評鑑回應式評鑑teacher professional developmentteacher evaluation for professional developmentprogram evaluationresponsive evaluation
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本研究針對「臺灣中小學教師專業發展評鑑」進行方案評鑑,旨在探究教師專業發展評鑑規準檢視教師專業能力、學校運作的情形、評鑑的使用,以及教師專業發展評鑑的價值。評鑑設計採用Robert E. Stake提倡之回應式取徑,並使用個案研究法進行研究,以立意抽樣選取四所臺北市的小學做為研究個案,藉由會議觀察、分析相關文件資料、訪談學校教師、學校行政人員、教育部人員、師培專家學者以蒐集田野資料,希望能回應利害關係人對於這一項評鑑方案的看法。本研究確認分析後獲得以下研究發現:教專評鑑因社會期待而形成,促進專業發展達到部分目標、評鑑規準適用於檢視基本教學能力、教專評鑑有喚起教師專業行動與信念的價值、有明確的程序和活動也有需改善之處、評鑑結果具有工具性與概念性使用。研究者根據研究發現提出相關建議供學校教師、學校行政、政策制定者及未來研究參考。教師專業發展評鑑雖已轉換為實踐方案的形式,十年的評鑑仍給予我們啟示,教師專業成長的腳步仍要繼續前進。
The study conducts research on teacher evaluation for professional development. The purpose is to discuss its evaluation standards, the implementation of the program, evaluation use, and program values of teacher evaluation for professional development. The evaluation conducts responsive approach promoted by Mr. Robert E. Stake, and also adopts the design of case study. The purposive sampling is adopted to select four elementary schools in Taipei, collecting field materials and information from conference observations, the related documentation analysis, having interviews with teachers, administrators, personnel of ministry of education and scholars. The study wants to give replies to the respondents above as stakeholders concerning their points of view to this evaluation program. The study based on a thorough analysis has suggested that: teacher evaluation for professional development takes shape from social expectations, promotes and helps professional development reach phased goals, its evaluation standards are applied to review basic teaching skills and abilities, arouses the values of teachers’ beliefs and professional actions, has clear procedures and events to be implemented but also things to be improved, the evaluation results are instrumental and conceptual. The researcher of this teacher evaluation for professional development advised related suggestions based on research findings to school teachers, administrators, policy makers and future research. Though teacher evaluation for professional development has now transformed to “practice program,” the decade long evaluation inspires us that teachers’ professional development is still in need of keeping forward.
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