國民小學教學輔導教師專業素養指標之建構

The Study on the Construct of Professional Literacy Indicators for Primary Instruction Mentoring-Teachers

廖修輝(Hsiu-Hui Liao)

指導教授 ： 翁福元

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2010年)

https://doi.org/10.6837/NCNU.2010.00170

摘要

本研究旨在由教育部補助辦理教師專業發展評鑑實施要點之教學輔導教師制度，建構「國民小學教學輔導教師專業素養指標」，主要研究目的為：（一）探討教學輔導教師專業素養指標建構之相關議題；（二）分析主要國家教學輔導教師專業素養指標之架構；（三）發展國民小學教學輔導教師專業素養指標；（四）建構國民小學教學輔導教師專業素養之重要性指標內容。 本研究以文獻分析（literature analysis）、德懷術（Delphi technique）為主要之研究方法。文獻分析主要用以探討教學輔導教師專業素養指標建構之相關議題、英美兩國教學輔導教師專業素養指標、我國教學輔導教師專業素養指標現況以及相關研究；德懷術係針對20位相關領域的學者專家進行調查，主要用於分析教學輔導教師專業素養指標之內容與重要性，並以無母數統計考驗（nonparametric statistical test）進行學者專家反映意見一致性分析。 研究結果發現，國民小學教學輔導教師專業素養指標包括課程與教學專業知能、教學輔導專業知能、教學輔導專業成長、教學輔導信念與態度等四個指標層面；以及課程與教材、教學方法、教學評量、班級經營、教學視導、輔導知能、人際關係與溝通、教學輔導在職進修、教學輔導研究發展、教學輔導專業信念、教學輔導專業態度等十一個指標向度；以下再細分成五十八個指標內容以做為各指標項目的具體說明，其中以12項指標內容最為重要。此外，根據本研究之結論，對教育行政主管機關、國民小學學校、國民小學教師，以及後續研究提出建議。

關鍵字

教師專業發展評鑑 ； 教學輔導教師 ； 專業素養指標 ； 德懷術 ； 無母數統計考驗

並列摘要

This study was aiming at exploring the construction of professional literacy indicators of mentoring-teachers of the Programme of Evaluation on Teachers Professional Development implemented by the Ministry of Education of Taiwan. The main purposes of this study were: (1) to explore the relevant issues of the construct of professional literacy indicators for mentoring-teachers; (2) to analyse the framework and/or structure of professional literacy indicators for mentoring-teachers of UK and USA; (3) to develop professional literacy indicators for primary mentoring-teachers; and (4) to build the importance sequence of professional literacy indicators for primary mentoring-teachers.
The main methods applied in this study were literature analysis and Delphi technique. Literature analysis was mainly applied to explore the relevant issues as: (1) the construct of professional literacy indicators for mentoring-teachers; (2) professional literacy indicators for mentoring-teachers of UK and USA; (3) current mechanism of professional literacy indicators for mentoring-teachers of Taiwan; and (4) related materials. Delphi technique was used to analyse the contents and importance of professional literacy indicators for mentoring-teachers by surveying 20 scholars and experts. Nonparametric statistical test was used to analyse the scholars and experts’ opinion as well.
The findings of this research were shown as follows:
1. Professional literacy indicators for primary mentoring-teachers could be classified into four main dimensions: curriculum and teaching professional knowledge and skills, teaching-mentoring professional knowledge and skills, teaching-mentoring professional growth, and teaching-mentoring believes and attitude;
2. Under these four dimensions, there were 11 sub-dimensions included: curriculum and teaching material, teaching method, teaching assessment, classroom management, teaching supervision, guidance knowledge and skills, social communication, in-service education, research and development, professional believes, and professional attitude;
3. The 11 sub-dimensions could be divided into 58 items used as explaining, among them the 12 indicator items were the most important.
According to the conclusions, the researcher afforded the suggestions to education administrators, primary school staffing, and the researchers interested in this area.

並列關鍵字

evaluation of teachers professional development ； mentoring-teacher ； professional literacy indicator ； Delphi technique ； nonparametric statistical test

參考文獻

林俊彥、翁博威（2009）。教學輔導教師專業能力之研究。學校行政，63，25-35。

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