國民小學推動教師專業發展評鑑理想的實踐與挑戰

Implementing the Project of Evaluation on Teachers' Professional Development in Elementary Schools: Practice and Challenge

葉春櫻

《台灣教育》 687期 (2014/06) Pp. 9-16

摘要

教育部自2006年起積極推動教師專業發展評鑑計畫，先採自願的方式，鼓勵各級學校與教師參與計畫，以形成性目的為主，以總結性目的為輔，期望透過教師專業發展評鑑之實施，促進教師的專業成長，提昇學校教育品質，達成教育目標。惟教師專業發展評鑑計畫實施已近八年，教師參與人數仍偏低，其成效也不盡理想。本文依據相關研究文獻之探討，輔以筆者任職小學的經驗與觀察，闡論教師專業發展評鑑之發展與特色，並以「量化」的角度與「質性」的觀點，分析教師專業發展評鑑理想的實踐以及推行教師專業發展評鑑所面臨的挑戰。最後，筆者從校務經營的觀點，以教師專業發展評鑑理想之實踐為基礎，提出「身先士卒率先行」「先遣部隊開先鋒」、「掃除地雷築凱道」、「重裝配備闖通關」、「專業旌旗揚杏壇」等策略與作法，藉供學校推行教師專業發展評鑑之參考。

關鍵字

評鑑 ； 專業發展 ； 教師專業發展評鑑

並列摘要

The Ministry of Education initiated the Project of Evaluation for Teachers' Professional Development in 2006, adopting a policy of voluntary participation for schools and teachers, with an expectation to improve the quality of teaching profession and school education as well. However, it seems that the rate of teacher participation and effects of implementation failed to be unsatisfied for the past eight years. This paper intends to analyze problems and challenges of the project implementation encountered by schools and teachers. Some strategies and actions are proposed for schools and teachers to realize the ideal of the Evaluation for Teachers Professional Development.

並列關鍵字

evaluation ； professional development ； Evaluation for Teachers' Professional Development