教師專業發展評鑑中學觀察之個案研究

The case study of the teaching observation in Teacher Profession Development Evaluation

張懿林(Chang Yi-Ling)

指導教授 ： 曾玉村

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

摘 要
本研究目的：一是瞭解星星國小發展教師專業發展評鑑的實施脈絡；二是分析星星國小實施教學觀察的現況；三是探究星星國小發展教學觀察對參與教師的影響，四是依研究結果提出結論，供學校、教育機關及後續研究者參考。本研究採用個案研究法，探究教師專業發展評鑑中教學觀察的個案學校發展情形，主要透過參與觀察、文件分析、訪談等方式蒐集資料，進行資料分析整理。在個案分析後，獲得以下結論：
一、星星國小推動教師專業發展評鑑包括準備、發展、專業成長三個階段
（一）準備階段建立校本共識，藉由研習、專業對話和持續教學觀察增進知能
（二）發展階段穩定成長，培養評鑑能力，善用評鑑結果和進行後設評鑑
（三）專業發展階段精進教學能力，深化評鑑內涵
二、星星國小辦理特色有行政推動效率高、團隊共同成長學習，學校能轉化規準、行政能簡化程序和教師將評鑑內化
（一）行政辦理特色為效率高，執行確實
（二） 團隊氣氛如同參與豐富學習之旅，提升專業能力
（三） 學校學校能轉化規準、行政能簡化程序和教師將評鑑內化是成功關鍵
三、星星國小對教學觀察能確實辦理教學觀察三部曲程序
（一） 觀察前，教師充分溝通，建立信任基礎
（二） 觀察中，工具理性客觀呈現資料
（三）觀察後回饋記錄即時呈現，促進教師反思實踐
從研究結果及結論，提出多項建議，包含對星星國小的建議、對主管教育行政機關的建議，以及對後續研究的建議等三方面。

關鍵字

教學觀察 ； 教師專業發展評鑑

並列摘要

Abstract
The purposes of this study are:
1. To understand the implementation of Teacher Profession Development Evaluation (TPDE) in a local elementary school.
2. To analyze the status of teaching observation in the elementary.
3. To explore the effects of such observation to the teachers involved.
4. To provide suggestion for schools, educational institutes and further researches basing on the conclusion of this study.
Case study is adopted to investigate the development process of the teaching observation in TPDE of the elementary school. The data are collected and analyzed mainly by on-site observation, data analysis and interviews. The results are obtained as following:
A. The implementation of TPDE includes three phrases in the elementary school, preparation, development and professional improvement.
1. In the preparation stage, the school put efforts in establishing school-based consensus by seminars, professional communication and continuing teaching observation and upgrading professional knowledge and cognition.
2. The development stage went stable. In this stage, the teachers have been cultivated in such competency as the elevation, the interpretation of the results and conduction of the post-evaluation.
3. During the professional improvement stage, teachers have strengthened their capability in teaching and in-depth evaluation.
B. The administration team in the elementary school is featured highly proficient, team-work oriented, successful standards transforming, simplified procedure and infusing into school system.
1. The administration team is efficient and effective.
2. The team is profiled as a mutual learning community to upgrading each other’s professional competency.
3. The key points for the success are the transform of the standards, simplification of the procedure and infusion of the evaluation.
C. The school indeed carried out the three procedures for the teaching observation
1. Before the teaching observation, partner teachers communicated thoroughly and completely to establish mutual trust.
2. During the teaching observation, the tools were used rightly and the data were recorded rationally.
3. The feedbacks after the teaching observation were completed and presented immediately to foster teachers’ reflection and put into practice.
Basing on the results and conclusions of this study, several suggestions have been addressed to the elementary school, the administrative staffs of the educational institutes and the further researches.

並列關鍵字

teaching observation ； Teacher Profession Development Evaluation

參考文獻

黃瑞琴（1996）質的教育研究法。臺北市：心理。

饒見維（2003）。教師專業發展：理論與實務。臺北市：五南。

孫志麟（2008）。學習專業社群：促進教師專業發展的平臺。論文發表於國立中興大學師資培育中心暨教師專業發展研究所舉辦之「97學年度教師專業發展學術研討會」會議手冊（頁16－29）。臺中市：國立中興大學。

吳和堂(2007)。教師評鑑理論與實務。臺北市：高等教育。

劉春榮（1998）。教師組織與教師專業成長。教師天地，94，4-11。