淡江大學新進教師教學專業發展之實施歷程研究

The research on the implementation process of teacher's professional development for newly-employed faculty in Tamkang University.

張妙綺(Miaw-Chi Chang)

指導教授 ： 施如齡

淡江大學/教育學院/教育科技學系碩士班/碩士(2007年)

https://doi.org/10.6846/TKU.2007.00458

摘要

近年來，國內外高等教育開始重視教育品質的提升，國內各大學亦透過獎勵大學教學卓越計畫紛紛成立教學中心，提升大學教師教學能力、改善教學成效，協助大學教師進行教學專業發展。因此，本研究採用個案研究法，於民國95年8月至96年5月間，研究者以研究助理的身分，從淡江大學教師教學發展組的組織觀點，描述新進教師教學專業發展活動方案的形成背景與實施歷程，並從教發組組織成員與新進教師的意見，呈現淡江大學協助新進教師進行教學專業發展的過程與整體脈絡。
本文將其歷程分為四節呈現：於「啟航前的整裝待發」描述教發組組織的背景與外部環境，進而由「繪製教學之海的航海圖」說明其處境、策略以及形成的活動方案，於「航行教學之海的遭遇」介紹活動方案的實施歷程，最終以「航行教學之海的圖像」討論活動方案的結果與發現。
研究結果歸納：第一學期教師參與活動的意願高於第二學期；各學院教師參與活動的程度不一；教師參與活動的情形受庶務太多與時間不足所排擠；助理教授及教學年資淺的教師參與意願較高；平衡教學與研究的主題較符合教師期待；靜態教學資源的提供較受教師的喜愛。教發組在歷程中則面臨三個問題：一、教學之海的終點在哪？掌舵者該何去何從？二、面臨「原來你什麼都不想要」的現象，掌舵者又可以做什麼？三、「教學卓越計畫」，教師的教學真的可以卓越嗎？最後，研究者分別針對教發組、新進教師及未來研究，提出幾項建議以資參考。

關鍵字

新進教師 ； 教師教學專業發展

並列摘要

In recent years, maintaining high quality of higher education has become more important. Through the Teaching and Learning for Excellence Project of Ministry of Education, universities in Taiwan start to establish teaching centers for teachers’ professional development. Therefore, this research is a case study on Tamkang University from August 2006 to May 2007 using participant observation that the researcher is also the assistant of Teacher professional development section. The paper describes the background and implementation process of the teaching professional development of newly-employed faculty.
The paper first describes the cultural background and organizational environment of Teacher Professional Development Section (TPD); then shows its situation, strategies, and action plans. After describes the implementation process of these action plans, the paper presents the results through the comments of staff and faculty.
The conclusion include: first, the participation rate is higher in the first semester than the second semester; second, the participation rate of teachers from different colleges varies; third, teachers are too occupied by academic affairs to participate programs; fourth, assistant professors and junior teachers are more motivated to join programs; fifth, teachers are commonly more interested in learning how to make a balance between teaching and research; sixth, teachers tend to favor for static resources than active programs.
Through investigation, three problems are found to be faced by the TPD. It is hard for TPD to define the final goal of school that makes the planning harder; then, the supply and promotion is hard to match teachers’ needs since the teachers generally believe they have no necessity; finally, can teachers’ teaching be excellent through the implementation of Teaching for Excellence Project? After discussion, the researcher provides some suggestions to TPD, newly-employed faculty, and future research.

並列關鍵字

Newly-employed faculty ； Teacher’s teaching professional development

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