高瞻計畫教師專業增能成效之研究

本研究主要針對高瞻教師之專業增能進行成效之評估，並透過Kirkpatrick的四階層理論，從反應、學習、行為及成果等階層，進行相關資料的蒐集，其中也包含，觀察紀錄、文件分析以及半結構式訪談，採用質性研究的方式分析，並達成以下研究目的：一、運用Kirkpatrick的四階層理論評估高瞻教師的專業增能；二、高瞻教師專業增能後的影響；三、根據研究結果提出建議。本研究主要研究結果如下：一、專業增能類別：高瞻教師之專業增能非一般制式化研習，而是以教師社群、自主學習以及業師的引入；二、反應階層方面：高瞻教師專業增能不僅符合趨勢結合興趣，更是人際間的相互支持；三、學習階層方面：高瞻教師的專業增能，不只重跨域整合更重視資源利用；四、行為階層方面：高瞻教師透過專業增能，回歸思考如何透過所學，整合技能，設計出教師與學生都滿意的課程；五、成果階層方面：高瞻教師透過專業增能，幫助學生看見未來與希望，並且不再害怕新興科技；六、增能後的影響：高瞻教師視高瞻計畫為新課綱的先頭馬車，鼓勵校外各類資源進入學校，協助教師讓課程更加多元豐富。於此，本研究也根據未來欲加入大型教育計畫之教師、行政單位與未來研究者三方面提出以下建議：一、對相關教師方面：強化跨界跨領域的能力、排定課程共備時間；二、對相關行政單位方面：學校提供輔導支持系統、減少參與計畫教師的工作負擔、增聘教師或助理員額；三、對未來研究方面：也提除出了研究對象與研究方法上的建議。

關鍵字

高瞻計畫；教師專業增能； Kirkpatrick四階層理論

並列摘要

This research focuses on evaluating the effectiveness of the professional enablement of High-Scope teachers, and through Kirkpatrick's four level evaluation, collecting relevant data from the levels of reaction, learning, behavior, and result, including observation records, document analysis, and semi-structured interviews, using qualitative research methods to analyze, and achieve the following research purposes. I. Use Kirkpatrick's four level evaluation to evaluate the professional enablement of High-Scope teachers. II. The impact after the professional enablement of High-Scope teachers. III. Make some suggestions based on the results of the research. The main results of this research are as follows: I. Types of professional enablement: the professional enablement of High-Scope teachers is not a general standardized workshop, but an introduction of the teacher community, self-directed learning and the professional teachers. II. The class of reaction: High-Scope teachers’ profession enablement is not only in line with the trend of combining interests, but also the interpersonal mutual support. III.The class of learning: the professional enablement of High-Scope teachers not only focuses on interdisciplinary integration, but also pays more attention on the use of resources. IV. The class of behavior: through the professional enablement, High-Scope teachers return to think about how to use what they have learned and then integrate skills to design courses that are satisfactory to both teachers and students. V. The class of result: through the professional enablement, High-Scope teachers can help students see the future and hope, and they would no longer be afraid of the emerging technology. VI. The impact after the professional enablement: High-Scope teachers regard High-Scope Program as the lead of the new curriculum, getting all kinds of resources from outside the school to the schools, and it assists teachers to make the curriculums more diversified and rich. In this regard, this research also proposes the following suggestions based on the three aspects of teachers, administrative units and future researchers who want to join large-scale educational programs in the future: I. For related teachers: strengthen crossover and interdisciplinary capabilities, and schedule time for collaborative lesson preparation. II. For related administrative units: schools can provide a guidance support system, reduce the workload of High-Scope teachers, and hire more teachers or increase the quota of assistants. III. For future research: also put forward some suggestions on research objects and research methods.