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台灣地區體育教師專業評鑑指標建構之研究

A Study of the Construction of Physical Education Teacher Appraisal Indicator in Taiwan

Abstracts


本研究旨在分並建構台灣地區體育教師專業評鑑的理論與內涵,藉而研擬體育教師評鑑指標,以期能提供學校及教育行政主管機關,在擬定政策與報行之參考。本研究採文獻分析、德懷術及層級分析三種方式,先依文獻分析結果,以自編之「體育教師專業評鑑指標問卷」為調查工具,邀請體育及教育專業相關議題上具有實務及理論之學者或專家為對象,採專家德懷術進行分析,藉以界定各項指標項目,並進一步建構指標之相對權重,獲致以下結論:體育教師評鑑指標含有課程發展、教學表現、行政溝通與課外活動、教學活動與輔助知能、教學評量及專業精神等六項因素,共有40項指標項目,可供選用;指標因素經加權後,所獲權重依序為專業精神、教學表現、教學評量、課程發展、教學與活動輔助知能、行政溝通與課外活動;本研究所建構的體育教師專業評鑑指標,應參酌實際學校現場情境考量,方能讓本評鑑指標更為適切。

Parallel abstracts


The aim of this study was to analyse and to construct a theory and essence of a Physical Education Teacher's Profession Appraisal in order to form an appraisal indicator to the physical education teachers. It is hoped that this study could provide a reference for schools and educational administration organisations in policy making and implementation. The methodology of this study was conducted by the analysis of literature review, Delphi Technique, and the analysis of AHP(Analytic Hierachy Process). According to the result of literature review, the 'Physical Education Profession Appraisal Indicator Questionnaire' was made as an investigation instrument. Ccholars and experts who have practical and theoretical experience on a related subject of physical education and educational profession were invited as an object of investigation. The Delphi Technique was used as a means to define each item of indicator and furthermore to construct a relative weight of each indicator item. The results were shown below: 1. The physical education teacher appraisal indicator contains six factors which are curriculum development, teaching performance, administrational communication and extracurricular activities, teaching activities and assistants' ability, teaching assessment and the spirit of profession. There are forty indicator items which can be chosen. 2. After each indicator has been weighted, the order is the spirit of profession, teaching performance, teaching assessment, curriculum development, teaching activities and assistants' ability, and administrational communication and extracurricular activities. The construction of physical education profession appraisal indicator of this study should take the current situations of school into account. That will make the appraisal indicators be more appropriate.

References


Barber, M.(1995).Reconstruting the teaching profession.Journal of Education for Teaching.21(1)
黃政傑(1997)。發揮學校教評會的功能。北縣教育。16
謝臥龍(1997)。優良國中教師特質之德懷術分析。教育研究資訊。5(3)
簡紅珠(1997)。專業導向的教師評鑑。北縣教育。16

Cited by


林聯喜(1999)。國民中學體育教師在職進修之需求評估〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719102452
程瑞福(2001)。國民中學體育教師評鑑指標之建構〔博士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1904200711154969
余展群(2005)。彰化縣國民中學體育教師體育教學資訊行為之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2004200718294831
李玉麟(2006)。台灣地區小學體育師資培育課程之探討〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0712200716113434
林純鈴(2007)。新舊實習制度對中學體育實習教師專業成長之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0204200815525949

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