我國大學教師專業發展之現況、困境與展望

The Status, Difficulties and Prospects of Teacher Professional Development in Higher Education in Taiwan

鄭博真(Bor-Jen Jeng)

《教育研究與發展期刊》 8卷1期 (2012/03) Pp. 61-91

https://doi.org/10.6925/SCJ.201203_8(1).0003

摘要

本研究旨在探討我國大學教師專業發展之現況、困境與展望。目前我國大學院校幾乎都設立了負責教師發展的相關單位。大多數學校辦理教師發展，以一天以內的研習會為主，且大多是單一次的活動。教師發展實施方式，大致包括：新進教師研習、專業成長研習會或工作坊、專業社群、傳習薪傳制度、優良教師教學經驗分享、教學諮詢，以及相關補助措施等。教師發展內容大多以教學發展為主，研究發展次之，很少個人及組織發展。教師發展需求大多與教學專業知能相關。在困境部份，包括教師發展制度欠缺周延、負責單位編制尚未健全、教師發展欠缺系統規劃、教師心態不夠積極主動、教師發展成效有待評鑑、全國資源未能有效整合、教師發展缺乏研究基礎等。展望我國大學教師專業發展，本研究提出可以從健全大學教師專業發展制度、強化教師專業發展組織編制、加強教師專業發展整體規劃、促進教師主動積極持續發展、教師發展納入學校辦學績效、有效整合大學教師發展資源、推動大學教學與學習學術化、獎助大學教師發展學術研究等八方面著手。

關鍵字

大學 ； 高等教育 ； 教師專業發展 ； 教師發展 ； 專業發展

並列摘要

The main purpose of this study was to explore the status, difficulties and prospects of teacher professional development in higher education in Taiwan. Nearly all universities set up the teacher development department. Most schools hold one-day teacher development activity. The types of teacher development include new teacher program, workshops, professional community, mentor and manatee, good teachers' experiences sharing, teaching consultation, and related subsidy measure. Most of the contents of teacher development were teaching development, the personal and organizational developments were very few. The most development needs of university teachers were teaching professional knowledge and skills. The difficulties included: the teacher development system was not perfect, the organization of department was not fully prepared, the teacher development lacked systematic planning, the teachers' attitudes were not active, the teacher development effectiveness needed to be evaluated, the national resources were not effectively integrated, and the teacher development lacked the research-based foundation. The study proposed some strategies as follows: First, improvement of the teacher development system. Second, revision of the teacher development organization. Third, strengthening of the teacher development corporate planning. Fourth, promotion of active and sustained development of the university teachers. Fifth, integration of the teacher development and the school performance. Sixth, integration of the national teacher development resources. Seventh, promotion of scholarship of teaching and learning in universities. Eighth, implementation of grant system for the university teacher development research.

並列關鍵字

higher education ； professional development ； teacher professional development ； teacher development ； university

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