教師專業發展評鑑對教師專業發展影響之研究- 以台南市後壁區國小教師為例

黃嘉翎(Chia-Ling Huang)

指導教授 ： 蔡榮祥

國立中正大學/社會科學院/政治學系政府與公共事務碩士在職專班/碩士(2015年)

摘要

摘 要
本研究旨在探討教師專業發展評鑑，對於台南市後壁區國民小學參與教師的實施現況、實施成效。研究方法以文獻分析方式，探討教師專業發展評鑑相關理論及研究，並兼採用深度訪談法，瞭解台南市後壁區國小教師對於教師專業發展評鑑的看法與實施評鑑後得到的收獲或受到的影響。
本研究之研究對象為台南市後壁區國民小學級任教師、科任教師與行政人員，並從中選取十位參與教師專業發展評鑑的教師進行深度訪談。教師專業發展評鑑大致上可分為二個主要部分，一部分是教學觀察，另一部分是教學檔案。本文從與教師的訪談中分析和瞭解教師專業發展評鑑帶給在實際教學場域的教師什麼樣的影響。
依據上述研究方法，分析後結果如下：
一、 教師參與動機背景有差異存在，並非每位教師皆自願參與評鑑。
二、 教師自評對於教學及專業成長獲得多數教師的肯定，並認為有正向幫助。
三、 教學觀察獲得大多台南市後壁區國民小學參與教師評鑑教師肯定並認同對於教學與班級經營正向幫助。
四、 台南市後壁區國民小學行政人員與教師多數認同，教學檔案可協助教師課前備課、課後省思與成長，獲得教師的肯定且有正向幫助。
五、 台南市後壁區國民小學行政人員與教師，多數認為教師專業發展評鑑對於教師的成長只在於教學及班級經營層面。
六、 台南市後壁區國民小學多數行政人員與教師，對於參與教師專業發展評鑑意願低落。
以上為研究結果，並提出具體建議供教育主管機關、國民小學及教師實施
教師專業發展評鑑及未來研究之參考。

關鍵字：教師專業發展評鑑、教學觀察、教學檔案

關鍵字

教學觀察 ； 教師專業發展評鑑 ； 教學檔案

並列摘要

Abstract
The purpose of the study is to know the current status, effectiveness and influencing factors of “Teacher Professional Development Evaluation” and also how it works on teachers in elementary schools in Houbi District in Tainan.
In this study, literature reviews and qualitative interview are adopted as the research methods to understand the effects of “Teacher Professional Development Evaluation ” in elementary schools in Houbi District in Tainan.
The main research objects are the administrative staffs homeroom teachers and subject teachers who joined Teacher Professional Development Evaluation in the elementary schools of Houbi District in Tainan. Moreover, among those staffs and teachers ten were picked randomly to be interviewed. There are two important aspects of Teacher Professional Development Evaluation, one is Teaching Observation and the other one is Teaching Portfolio. The study analyzes the effects of teacher professional development evaluation according to the results of the interviews. The following conclusion were obtained：
1. The staffs or teachers joined teacher professional development evaluation having different purposes. Not everyone volunteered to join it.
2. Most staffs and teachers agreed that self-evaluation did help teachers on their teaching and professional improvement.
3. Most of the staffs and teachers agreed that teaching observation did help teachers on their teaching and classroom management.
4. Most staffs and teachers agreed that teaching portfolios did help teachers get ready for the class and also help teachers to make self-examination in order to know how they performed in class.
5. Most staffs and teachers think teacher professional development evaluation only help them to grow in two aspects. One is teaching and the other one is classroom management.
6. Most staffs and teachers show low intention to joining teacher professional development evaluation.
According to the results of the study, suggestions were drawn for the purpose of providing the references for the education authorities, elementary schools and elementary school teachers, and further studies on this topic in the future.

Key Words：teacher professional development evaluation, teaching observation, teaching portfolio

並列關鍵字

teaching observation ； teacher professional development evaluation ； teaching portfolio

參考文獻

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