教師薪傳制度於我國高等教育實施之探討

本研究旨在探討國內大學運用教師薪傳制度之現況，以文件分析法和訪談法為研究方法。研究結果發現我國大學從2005年開始實施，至今約有42％的大學推行有薪傳制度，設置目的主要借重資深優良教授的經驗與知識，協助教師適應工作環境並提升專業知能。大學多以教師職級、年資、教學研究獲獎情形等條件遴選校內專業資深優良教師擔任薪傳導師，並以新進教師，或教師評鑑及教學評量未通過教師為被薪傳者。傳習時間以一學期為多，活動內容和進行方式彈性且多元，目前約有57％的大學提供經費支付薪傳導師鐘點費或作為薪傳團隊使用。教師實際參與經驗指出，薪傳制度要成功有賴新進教師主動詢問，資深教師願意花時間給予提點，且非正式的進行方式較能發展出良好的關係和成果。對新進教師而言，在教學、服務、導師工作的經驗分享、研究計畫申請注意事項、及對於任職單位狀況的瞭解等方面，薪傳制度確實可發揮經驗指導和協助的功能，但對教學評量不佳教師則安慰多於協助。基於上述研究結果提出我國大學發展薪傳制度之建議以供參考。

關鍵字

高等教育；薪傳制度；教師專業發展

並列摘要

The purpose of the study is to explore the experience of carrying out the mentoring system of higher education institutions in Taiwan. To achieve the purpose, the method of document analysis and interview were adopted. The results find that the universities started to offer this service from 2005. There are 42% of universities in Taiwan carry out the mentoring service for their teachers now. The mentoring services try to use the experience of senior teachers to help the junior faculty to accommodate the working environment and the faculties with bad evaluation scores to improve their professionalism. The universities chose mentors based on the awards, working experience and status of the teacher. The approach, context and time of mentoring services are flexible and multiple. There are about 57% of universities offered some reward to mentors. Successful mentorship relies on the good and informal interaction between mentor and mentee. The new faculty can benefit from the mentorship by mentors sharing their experience in teaching, research and service. Some suggestions are proposed based on the results.