台灣國民教育階段教師專業發展評鑑指標建構芻議

The Construct of Professional Development Evaluation Indicators for Compulsory Education Teachers in Taiwan: An Advocacy

翁福元(Fwu-Yuan Weng) ； 林松柏(Song-Bo Lin)

《教育科學期刊》 4卷2期 (2004/12) Pp. 63-94

https://doi.org/10.6388/JES.200412.0063

摘要

建構一套完整的國民教育階段教師專業發展評鑑指標，對目前的教育改革工作的推動，以及提昇我國教師專業水準將有莫大的俾益。教師專業發展評鑑係以改善教師本身的專業知能為出發點，故其功能的彰顯視各個不同的教師生涯階段而定。因此，教師專業發展評鑑應配合教師的生涯發展階段，而有不同的評鑑目的、功能及項目，而評鑑指標的內容亦根據於此有所不同。本文根據國內外相關文獻歸納，將教師專業發展生涯階段劃分為主要的五大階段：師資生階段、實習教師階段、初任教師階段、中堅教師階段，與資深教師階段。教師專業發展評鑑指標的建構，則以此五階段分別規劃：教師個人信念層面、教育專業知能層面、教學專業知能層面和人際關係互動層面等四個評鑑層面。而在此四大層面中，亦可再區分為教學、教材、班級、課程、評量、資源、進修、人際、行政和態度等十種指標向度。

關鍵字

生涯發展階段 ； 指標建構 ； 教師專業發展 ； 教師專業評鑑

並列摘要

To develop systemic evaluation indicators for professional development of compulsory education teacher is necessary for achieving the goals of educational reform. For improving teachers' knowledge and skills, teacher's professional development evaluation requirement is decided according to their career development stage ladder. Therefore, teacher professional development evaluation includes different purposes, functions, and dimensions, as well as indicators. Teacher professional development career stages can divide into student teacher, practice teacher, beginning-teacher, staff-teacher, and experienced-teacher. On that sort, evaluation indicators can be classified of personal belief, educational professional knowledge and skills, teaching professional knowledge and skills, and social communication skills. Under these 4 dimensions, there are 10 items including teaching, material, class, curriculum, assessment, resource, research, communication, administration, and attitude. Finally, this paper tries to develop the suggestions of the application of the indicators.

並列關鍵字

Career development stages ； Structuring indicators ； Teacher professional development ； Teacher professional evaluation

參考文獻

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