我國教師專業發展的現況、問題與對策

The Current Situation, Problems and Solutions about Professional Development of Teachers in Taiwan

梁福鎭(Frank Liang)

《教育科學期刊》 6卷2期 (2006/12) Pp. 77-90

https://doi.org/10.6388/JES.200612.0077

摘要

面對二十一世紀國際激烈的競爭，各國為了提高學校教育的成效，無不開始重視教師的專業發展。本文採用構成現象學的方法，去除個人偏見的影響，從原初狀態來探究我國教師專業發展的現況，發現當前我國的教師專業發展有下列幾項問題：（一）教師專業發展研究機構設置不足；（二）教師專業發展缺乏專責機構；（三）教師專業發展法規與制度不夠周延；（四）教師專業發展機構尚未規劃完整的課程；（五）教師專業發展的網絡不夠暢通；（六）教師專業發展缺乏評鑑與獎勵的措施；（七）尚未整合各種教師專業發展的資源。在這種情況下，我國政府應該採取下列措施：（一）在大學院校廣設教師專業發展研究所（組）；（二）成立教師專業發展的專責機構；（三）訂定教師專業發展的法規和制度；（四）規劃符合教師需求的專業發展課程；（五）暢通各種不同的教師專業發展網絡；（六）建立教師專業發展評鑑與鼓勵的制度；（七）成立「教師專業發展委員會」，統籌各種教師專業發展的資源，共同的推動教師專業發展的活動，才能促進我國教師專業領域的發展。

關鍵字

教師 ； 專業發展 ； 學校教育

並列摘要

Face the drastic international competition of 21(superscript st) century all countries start to emphasis professional development of teachers for effect promotion of school education. Researcher adopts the method of constructive phenomenology to delete individual bias and from initial status to study current situation about professional development of teachers in Taiwan. I detect that professional development of teachers in our country has following problems: First, the establishment of research institutes for professional development of teachers are not enough. Second, there is no responsible institute about professional development of teachers. Third, the rules and systems about professional development of teachers are not perfect. Fourth, the institutes about professional development of teachers design still not the complete curriculum. Fifth, the networks about professional development of teachers are not unimpeded. Sixth, there are no evaluation and encourage measures about professional development of teachers. Seventh, our government combines still not all resources about professional development of teachers. In this situation, our government should apply following measures. First, builds more institutes for professional development of teachers in universities and colleges. Second, establishes responsible agent about professional development of teachers. Third, makes rules and systems about professional development of teachers. Fourth, designs suitable curriculum for professional development of teachers. Fifth, let all kinds of networks can flow without obstruction. Sixth, builds evaluation and encourage measures about professional development of teachers. Seventh, establishes commission for professional development of teachers to combine all resources, in order to engage activities about professional development of teachers. Then, our government can promote the field about professional development of teachers.

並列關鍵字

Teacher ； Professional Development ； School Education

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