國小教師對教師專業發展支持系統看法之探究

A Study of the Views of Teacher on Professional Development Support System for Primary School Teachers

黃文瑞(Wen-Jui Huang) ； 黃琇屏(Hsiu-Ping Huang)

《華醫學報》 52期 (2020/06) Pp. 51-68

摘要

本研究旨在探討國小教師對教師專業發展支持系統看法，採訪談法進行資料蒐集，個案對象為六名國小教師。研究發現如下：個案教師都能理解且認同「教師專業發展評鑑」是有系統、有脈絡、有規準的專業成長機制，也願意接受轉型後的「教師專業發展支持系統」，除消除「評鑑」的不良觀感，真正能做到調整專業發展的視角，改以「由下而上」、「以教師自我成長」的需求為出發點，更強調以形成性評鑑為目的作法。受訪教師同時也期待，支持系統後續能做好更完善的資源與支援，以克服教專評鑑偏重績效行政、教學技能與政策評估的三大難題。最後，本研究提出相關建議，期待可以提供教育行政機關、學校教育人員與後續相關研究之參考。

關鍵字

教師專業發展 ； 教師專業發展評鑑 ； 教師專業發展支持系統

並列摘要

The purpose of this study is to explore the views of the teachers of primary school on the teacher professional development support system. Six primary school teachers had been interviewed respectively to collect data. The findings are as follows: The case teachers had understood and approved that the ＂Teacher Professional Development Evaluation＂ is a systematic, structured and standardized professional growth mechanism. Furthermore, they had been willing to accept the transformed ＂Teacher Professional Development Support System＂ which except for dispelling the bad perception of ＂evaluation＂, could truly adjust the professional development perspective and change the demand from ＂bottom up＂ and ＂teacher self-growth＂ as the starting point, still more could highlight the practice for purpose of formative assessment. The interviewed teachers had been also expected that the support system can provide better and more comprehensive resources and support afterwards in order to overcome the three major problems on administration performance, performance skills and policy evaluation. Finally, based on the research results and discussion, this study had made conclusions and put forward relevant suggestions as reference for educational administrative organs, school educators and follow-up related research.

並列關鍵字

teacher professional development ； teacher professional development evaluation ； teacher professional development support system