從教師專業發展評鑑之價值看教師學習

A View of Teacher Learning from the Value of Teacher Evaluation for Professional Development

李思儀(Szu-Yi Lee)

《臺灣教育評論月刊》 11卷3期 (2022/03) Pp. 145-163

摘要

本研究採用個案研究法，透過教師提出的「教師專業發展評鑑」之價值，給予教師專業學習相關啟示與建議。研究者以立意取樣選取臺北市4所學校，藉由訪談、觀察的方式進行田野資料蒐集，並使用文件分析做相互驗證。所蒐集的資料經確認分析後獲得以下研究發現：（1）教師專業發展評鑑對於教師學習有正面影響，能夠幫助教師提升教學效能與改善教學，改變學校與教師文化，喚醒專業成長覺知；（2）必須考量教師階段性專業需求，建立在工作環境當中實行的專業學習模式。

關鍵字

教師專業發展評鑑 ； 教師學習 ； 價值

並列摘要

The research adopts the design of case study. Through the value of ＂Teacher Evaluation for Professional Development＂ proposed by the teachers, it gives relevant enlightenment and suggestions for teacher learning. 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 and administrators. The study based on a thorough analysis has suggested that: Firstly, Teacher Evaluation for Professional Development Evaluation has a positive impact on teacher learning. It can not only help teachers enhance teaching effectiveness and improve teaching, but also change the culture in schools and among teachers, awakening awareness of teachers' professional growth. Secondly, the teachers' phased professional needs must be taken into account to establish the professional learning model implemented in the working environment.

並列關鍵字

Teacher Evaluation for Professional Development ； teacher learning ； value