本研究旨在探討臺北市職業學校推動辦理教師專業發展評鑑之現況和相關問題。為達成研究目的,本研究採用文獻探討及訪談調查法,進行實證性研究。經由文獻探討,歸納編製訪談大綱,實地訪問5所臺北市參與辦理教師專業發展評鑑之職業學校校長或教務主任,以蒐集資料及意見。 本研究整理訪談所之資料,分析訪談結果,在臺北市職業學校推動辦理教師專業發展評鑑之現況,獲致以下七項結論: ㄧ、高職教師專業發展評鑑尚無法源依據,欠缺說服力,造成推動上的困難。 二、試辦學校推動教師專業發展評鑑實際上為「由上而下」的主導模式,但 形式上仍是透過「參與決定模式」。 三、教師專業發展評鑑確實對教師教學品質及教學技巧有明顯的助益。 四、「缺乏時間」是參與試辦學校共同的困境。 五、專業成長研習應符合教師的需求。 六、學校領導者之風格與理念,明顯影響教師參與的意願。 七、評鑑人員素質不齊,評鑑能力受到質疑。 最後,本研究針對教育主管機關、參與辦理學校及後續研究,分別提出相關建議。
This study mainly, via the method of document analysis and interviews, aims to explore teacher professional development and evaluation within the Vocational Schools in Taipei City, in order to understand the empirical research. The conclusions of this study are as follows: 1. It is difficult to promote this policy due to lack of regulations for Senior Vocational Schools. 2. For those pilot schools promoting teacher professional development and evaluation, it is a“ Top-Down” decision in reality, although it is seen as a” participation decision”. 3.Teacher professional development and evaluation really helps teachers for teaching quality and teaching skills. 4.For those pilot schools, they have a common problem, that is lack of time. 5.A seminar of teacher professional development should require the meet of the teachers. 6.The characters and the ideas of the school leaders can obviously affect the willingness of teachers’ participation. 7.If the staffs are lack of capability to do evaluation, the outcome of evaluation will be suspicious. In conclusion, this study will keep providing suggestions to the government and pilot schools.