「教師專業發展評鑑」人才培育方案之研究 －以高中職教學輔導教師為例

A study of “Teacher Evaluation for Professional Development” Person Development Programs - A Case of Mentor Teacher for Senior High Schools and Vocational High Schools

王旻昱(Min-Yu Wang)

指導教授 ： 馮莉雅

國立高雄餐旅大學/餐旅學院/餐旅教育研究所/碩士(2011年)

https://doi.org/10.6825/NKUHT.2011.00025

摘要

本研究旨在瞭解高屏區域人才中心九十八學年度教學輔導教師人才培訓之方案。為達成研究目的，本研究採用文件分析及訪談二種研究方法。針對通過高屏區九十八學年度教師專業發展評鑑教學輔導教師認證資料進行資料蒐集。文件分析部份，共取得24份教學輔導教師認證資料。訪談部分則邀請19位教師進行訪談，研究發現如下。
在高中職教師參與動機及相關因素：（1）教學輔導教師多由學校推薦，以兼行政之教師為主；（2）夥伴教師多為女性，兼導師且服務年資在3年以下，取得學士學位之教師為主；（3）教學輔導教師與夥伴教師的配對關係以自願居多；（4）教學輔導教師能依夥伴教師的需求進行輔導，且觀察次數符合認證規定；（5）教學觀察表為主要觀察工具，觀察重點為教學技巧及班級經營，3天內完成觀察歷程居多且具週期性，顯示同儕教練雛型已然形成；（6）在參與研習前，多數教師瞭解在校內教學輔導教師的遴選及推派之流程與培育目的，但是不瞭解教學輔導教師制度；（7）在參與研習前，多數兼行政之教師表示約略瞭解研習內容及相關規定；在參與研習後，多數參與教師表示完全瞭解研習內容及相關規定。
教學輔導教師對於教學輔導教師培訓認證的看法及困難：（1）多數教學輔導教師表示研習課程有助於增進教學輔導工作知能；（2）認證歷程中，時間不足及文件管理造成多數教學輔導教師的困擾；（3）多數教學輔導教師的學校工作及家庭生活於認證期間受到影響；（4）培訓期間行政單位的支援讓全體教學輔導教師滿意。
夥伴教師對於接受教學輔導的看法及困難：（1）接受輔導能提升全體夥伴教師的教學效能；（2）輔導歷程中，時間不足及文件管理造成多數夥伴教師的困擾；（3）多數夥伴教師的學校工作與家庭生於輔導期間未受影響；（4）多數夥伴教師滿意行政單位的支援。
教學輔導教師研習方案的成效：（1）多數教學輔導教師會持續從事教學輔導教師工作；（2）多數教學輔導教師在通過認證後與夥伴教師仍保持互動；（3）教學輔導教師一致表示認證歷程對個人的成長是有幫助的；（4）多數教學輔導教師認為夥伴教師、學校及學生皆有獲得成效；（5）多數的教學輔導教師願意繼續參與相關研習課程；（6）全部的教學輔導教師都表示學校的行政單位會在通過認證後持續提供協助。
輔導方案的成效：（1）輔導結束後全部的夥伴教師仍與教學輔導教師互有聯繫；（2）多數夥伴教師認為輔導歷程對個人的成長是有幫助的；（3）半數夥伴教師認為學校有獲得成效；多數夥伴教師認為學生有獲得成效。

關鍵字

教師專業發展評鑑 ； 教學輔導教師 ； 夥伴教師

並列摘要

This study aimed to understanding the talent development programs of Kaohsiung and Pingtung regional talent center area in 2009 academic year. To achieve the purpose of study, this study used document analysis and interviews. The mentor teacher certification information were be collect. Document analysis for 24 mentor teachers certification information, invited 19 teachers to interview. The study discovers as follows:
The motivation for participating in the high school teachers and related factors: (1) The most mentor teacher was recommended by the school, also work as administrative duty; (2) The most partner teachers are female, work as a tutor, have college degree, and work less than three years. (3) The mentor teachers and partners are voluntary to pair. (4) The mentor teacher consult the partner is according to his need, and the number of observation is reaching certification requirements. (5) Teaching observation table is the main observation tool, the focus of observation is teaching skill and classroom management, the most courses complete in 3 days and have cyclical, and the prototype already shows the formation of peer coaching. (6) Before participating in study, the majority of teachers know the processes and the purpose of the mentor teacher Selection and implementation. (7) Before participating in study, the majority of teachers who work as administrative duty indicated they understand the content and the relevant provisions roughly; after the study, most teacher understand the content completely.
The mentor teacher’s views of the training certification and difficulties:(1)The study courses help them improve the counseling knowledge and ability; (2) In the certification course, the lack of time and document management caused distress. (3) Most teachers’ family life and work were being affected during the certification. (4) The mentor teacher is satisfied with the support of administration dept.
The Partner teachers’ view of the receiving counseling: (1) Counseling can improve the effectiveness of partner teachers; (2) In the counseling course, the lack of time and document management caused distress. (3) The most partner teachers’ family life and work were be unaffected during the counseling course; (4) The partner teacher is satisfy with the support of administration dept.
The effectiveness of the mentor teachers' Training program: (1) The most mentor teacher will continue the work (2) The most mentor teacher remained the interaction with partner after the certification; (3) Mentor teacher all express the certification process is helpful for personal growth, (4) The most mentor teachers think that is effective to partner teachers, schools and students; (5) The most mentor teacher will participate the relevant study courses; (6) All of the mentor teacher express the school admission dept will be provide assistance after certification process.
The effectiveness of counseling programs: (1) After the counseling programs, all of the partners teachers were connect with mentor teachers; (2) The most partner teachers think the counseling programs is helpful for personal growth; (3) Half of the partner teachers think that the school obtain the effectiveness, the most partner teacher express the student obtain effectiveness.

並列關鍵字

teacher evaluation for professional development ； mentor teacher ； partner teachers

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