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題名:美國教師同儕協助和審查方案及其對我國之啟示
作者:郭惠芳
作者(外文):Kuo, Hui-Fang
校院名稱:國立臺中教育大學
系所名稱:教育學系
指導教授:呂錘卿
學位類別:博士
出版日期:2011
主題關鍵詞:教師評鑑教師同儕協助和審查同儕審查美國teacher evaluationpeer assistance and reviewpeer reviewthe U.S.
原始連結:連回原系統網址new window
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本研究旨在探討美國教師同儕協助和審查方案的實施背景、實施方式、實施成效與問題,以及比較美國教師同儕協助和審查方案與我國教師評鑑之異同,並提出美國教師同儕協助和審查方案對我國教師評鑑的啟示。
本研究採取文獻分析和比較研究的方法達成研究目的,本研究之結論如下:
一、美國教師同儕協助和審查方案之源起是受到學校重建運動、對傳統教師評鑑方式的不滿、教師工會對維持教師品質觀點的轉變以及全美教育協會提出新工會主義等影響。
二、美國教師同儕協助和審查方案之實施,是由教師工會與教育主管機關代表共同組成管理小組來建立、管理與督導方案,由具有傑出教學表現與經驗的輔導教師透過同儕協助幫助教師改善教學,以及透過同儕審查來評鑑教師優劣得失,以做為人事決定的參考。
三、美國教師同儕協助和審查方案有以下成效:提高不適任教師的淘汰率、促進參與教師專業發展與成長、提供資深優良教師另一個專業發展的機會、增加初任教師的留任率、減少解聘教師所引起的訴訟以及減輕校長的工作負擔。此方案有以下問題:方案所需經費的金額不低、教師工會和教育主管機關之間的合作關係不易建立、教師工會本身的角色衝突以及校長評鑑教師的權力受到限制。
四、比較美國教師同儕協助和審查方案與我國教師評鑑之異同,發現美國教師同儕協助和審查方案在法源基礎、評鑑目的、評鑑者的選派與訓練、實施程序、結果與應用以及行政機關的角色上,都比我國的教師評鑑來得健全。
五、美國教師同儕協助和審查方案對我國教師評鑑的啟示有:教師評鑑應兼具形成性目的與總結性目的,應嚴格篩選與訓練評鑑者,教師工會與教育主管機關彼此合作來推動教師評鑑,成立教師評鑑的專責機關以及充分的經費與支援。
Abstract
The study probes into the background, methods, effects and the upcoming problems of PAR (peer assistance and review) in the U.S., and then compare and contrast that of the U.S. with teacher evaluation in Taiwan. The author tries to posit suggestions which might be helpful to teacher evaluation in Taiwan. The study methods of the dissertation adopt documentary analysis and comparative studies, and the conclusions are as follows:
First of all, PAR is originated from the movement to restructure schools, the dissatisfaction of traditional teacher evaluation, the shift of prospective on maintaining teacher’s quality by teacher union, and the proposition of new unionism by National Education Association, NEA.
Secondly, a panel is established, managed and audited by both of teacher union and educational institutions to implement PAR. CTs (counseling teachers) executes the objective of the project by way of peer assistance to help teachers improve their teaching techniques. In addition, peer review will be adopted to evaluate the advantages of disadvantages of a teacher, by which has become a reference to personnel decision.
Thirdly, what PAR achieves is as follows: raising the elimination rate of incompetent teachers, boosting professional development of participating teachers, providing senior teachers another opportunity of professional development, increasing the retention rate of novice teachers, decreasing law suits caused by dismissals, and alleviating burdens of principals. However, PAR still has the following problems: high expenditure of implementation, instability of cooperation between teacher union and district administration, conflicts of teacher union itself, and the restriction of a principal’s power on PAR.
Fourthly, by comparing and contrasting PAR of the U.S. and teacher evaluation in Taiwan, the dissertation concludes the fact the PAR is more integrated on the basis of law, on the objective of the evaluation, on the designation and training of a evaluator, on the implementation process, result, and application, and lastly on role of administrative institutions.
Lastly, the experience of PAR in the U.S. has brought revelations to teacher evaluation in Taiwan. For example, teacher evaluation should consist of formative and summative objectives. Besides, the selection and training of a evaluator should be more restrictive; and of course, teacher union and educational administration should cooperate to implement teacher evaluation by way of establishing a specific organization in order to provide enough funds and supports for teacher evaluation alone.
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