國小形成性教師評鑑實施歷程與成效之個案研究

A Case Study on Formative Teacher Evaluation Process and Its Impact in an Elementary School

張德銳(Derray Chang) ； 周麗華(Li-Hua Cho) ； 李俊達(Chung-Da Lee)

《課程與教學》 12卷3期 (2009/07) Pp. 265-290

https://doi.org/10.6384/CIQ.200907.0265

摘要

本研究以一所位於臺北市中心自的大型國小為研究對象，運用訪談、觀察與文件分析等方法蒐集資料，以達到瞭解形成性教師評鑑在小學實際運作的歷程、成效與困難之研究目的。研究結論如下：
一、本個案學校實施形成性教師評鑑的歷程包括準備階段、專業成長階段、實施評鑑階段與檢討修正階段。
二、本個案學校實施形成性教師評鑑的成效，包括“促進專業對話，激發教學省思；解決教學問題，提升教學效能；記錄評鑑歷程，產出行動研究作品。
三、本個案學校實施形成性教師評鑑的主要困難包括“評鑑計畫與教師溝通不足；教師分成參與、非參與兩大區塊；教師評鑑相關知能不足；教師覺得參與評鑑頗有時間壓力。
本文並根據上述結論做出若干建議。

關鍵字

國民小學 ； 教師評鑑 ； 形成性教師評鑑 ； 教師專業發展

並列摘要

The purpose of this study was to analyze the process of a teacher evaluation, its difficulties, and its impacts in an elementary school. To achieve the above purpose, this study adopted the qualitative approach to collect data by observing, interviewing, and analyzing documents. The subject of the study was a large-sized elementary school in Taipei, which participated in the 'formative teacher evaluation project' supported by Ministry of Education.
The results of the study are presented as follows:
1. Four phases were formed during the process of the teacher evaluation: (1) Preparation, (2) Initiation of the professional development program, (3) Implementation, and (4) Modification.
2. The consequences of implementing teacher evaluation were that it could help promote profession growth, teaching effectiveness, and the teachers' action research.
3. Four main difficulties were confronted in implementing the teacher evaluation: (1) Teachers are not aware of the evaluation plan, (2) Teachers are divided into two groups-participants and non-participants, (3) Teachers' competency on the evaluation isn't adequate, and (4) Teachers don't have enough time to prepare and conduct the evaluation.
Based on the above results, the present study also made several suggestions.

並列關鍵字

elementary school ； teacher evaluation ； formative evaluation ； teacher professional development

參考文獻

黃耀輝(2006)。學校本位教師專業發展評鑑的規劃與實施。學校行政雙月刊。43(2)，12-241。

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