我國公立高級中等以下教師專業自主權與教師評鑑制度

Teachers’ Professional Autonomy and Teacher Evaluation System of Public Secondary and Elementary School in Taiwan

蘇偉智(Wei-Chih Su)

指導教授 ： 黃源銘

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2015年)

https://doi.org/10.6837/NCNU.2015.00059

摘要

本研究旨在探討我國公立高級中等以下學校教師專業自主權與教師評鑑制度，研究教師在《憲法》、《教育基本法》與《教師法》中所擁有專業自主權之內涵，將此與我國教師評鑑制度草案做出連結。研究方法主要採取文件分析法，輔以歷史研究法與比較研究法進行研究資料的蒐集與研究結果分析，從文獻中探討教師在法規範中專業自主權內涵與教師評鑑之關係。
依據研究分析結果與發現，本研究獲致以下六點結論：
一、教師專業自主包括「專業」與「自主」，彼此相互為用。
二、教師在《憲法》中擁有教學自由之教師專業自主權。
三、教師在《教育基本法》中明示教師擁有教師專業自主權。
四、《教師法》明確保障教師專業地位，界定教師專業自主權內涵。
五、教師評鑑是維護教師專業自主權之重要手段。
六、教師評鑑制度草案為形成性目的進而維護學生受教權。
本研究亦根據研究結果提出下列五項建議：
一、教師專業自主權之母法與子法之間應系統性整合。
二、教師評鑑制度應與現行教師考核制度明確劃分。
三、教師評鑑規準與方法應針對教師評鑑對象策略性規劃。
四、教師應充分瞭解教育法規中教師專業自主權之範疇。
五、加強宣導教師評鑑制度之理念，進而循序漸進實施

關鍵字

教師權利 ； 教師專業自主權 ； 教師義務 ； 教師評鑑

並列摘要

The research aims at probing into teachers’ professional autonomy and teacher evaluation system of public secondary and elementary school in Taiwan. To analyze the value of teacher who possess professional autonomy in the Constitution, Educational Fundamental Act, and Teachers’ Act. The value would link with teacher evalution system draft in Taiwan. The main research methods adopted documentary analysis, historical research, and comparative research to collect data and analyze results. To explore the relationship between the teachers’ professional autonomy in law and teacher evaluation in documents.
Accordingly, the results of the experiments and analyses indicate the six conclusions below:
1. Teachers’ professional autonomy includes “profession” and “autonomy” reinforcing each other.
2. Teachers have freedom of teaching in the Constitution.
3. The Educational Fundamental Act clearly expressed teachers have teachers’ professional autonomy.
4. The Teachers’ Act clearly protected the professional status of teachers, and clearly defined the meaning of teachers’ professional autonomy.
5. Teacher evaluation is the important method to conserve teachers’ professional autonomy.
6. The purpose of teacher evalution system draft is formative, and then protect students’ right of education.
Five suggestions based on the results of this study are as follows:
1. The parental law and filial law of teachers’ professional autonomy should systematically integrate.
2. Teacher evaluation system and teacher performance appraisal should be clearly divided.
3. The standards and methods of teacher evaluation should be strategically planned aiming at target.
4. Teachers should adequately realize the range of teachers’ professional autonomy in educational law.
5. To strengthen advertising the purpose of teacher evaluation system, and to implement step by step.

並列關鍵字

teachers’ rights ； teachers’ professional autonomy ； teachers’ obligations ； teacher evalution

參考文獻

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壹、中文文獻