英國中小學教師專業發展政策之研究─以英格蘭為例

英國在推動教師專業發展方面已有百餘年的歷史，其制度與政策之推行行之有年。面對國際競爭時代來臨，英國政府積極推動教師專業發展，希冀學校整體工作團隊運作更有效率，以確保學童有高品質教育選擇權。自1980年代開始，英政府陸續提出相關的政策報告書，也賦予教師專業發展機構不同職權與任務。因此，本研究希冀透過英國教師專業發展政策之探討，作為我國未來教師專業發展規劃之參考。基於此，本研究以文件分析法為主，透過相關政策白皮書等文件，探究英國中小學教師專業發展政策，首先探討教師專業發展理念、英國教師角色及相關議題；其次，探究英國中小學教師專業發展沿革，最後，針對實施成效進行評析。本研究歸結出，英格蘭教師專業發展的重點規劃為：ㄧ、規劃系統性的持續專業發展─結合學校團隊，齊向專業邁進；二、教師專業標準搭配持續在職進修；三、英國教師專業發展機構功能相輔相成；四、教師薪資等級結合教師專業發展。據研究發現，研擬具體建議包含提昇學校行政人員功能、重視初任教師需求、資深高級教師的角色及重視教師專業發展機構功能，以供我國教師專業發展未來規劃之參考。

關鍵字

教師專業發展；持續專業發展；英格蘭

並列摘要

The teacher performance development is one of the important issues in government’s policy. For high quality of teacher and promoting the student’s achievement, our government sets out the evaluation of teacher performance. Due to the international competition, the government in England wants to improve high quality of educational opportunity for children. As a result, the government in England advocates teacher’s professionalism, attempting to emphasize performance management on on-the-job training under centralist management. Based on the analysis of the national and related documents of England government, the research on England’s teacher professional development is summarized as follows: firstly, schools work as a team, collaborating to professionalize in the field. Secondly, teacher professional developments match the on-job training programs in progresses. Thirdly, all units of the teacher professional developments work well with each other. The study emphasizes on professional development of the school administrative staff, the needs of newly teacher and the role of teaching excellent teacher. It is hope the frame of teacher professional development in England would helpful for educational authority in correlation polity with Taiwan.