學校本位教師進修問題之研究

何文慶

指導教授 ： 高強華

國立臺灣師範大學/教育學院/教育學系/碩士(2000年)

摘要

本研究旨在探討國民中學實施學校本位教師進修之相關問題，並據以提出結論和建議，期能提供有關單位或學校作為規劃、實施學校本位教師進修之參考。 研究者首先以文獻分析探討學校本位教師進修的基本概念、規劃、實施與需求評估，並對九年一貫課程革新的基本概念和教師應有的專業能力作深入探討，再綜合台北縣國中實施九年一貫學校本位教師進修概況，自編問卷進行實證調查。最後歸納文獻探討和實證結果，本研究得到以下結論：一、學校本位教師進修是教師進修的趨勢二、學校本位教師進修之規劃與實施應重視教師進修之需求評估。三、國中學校本位教師進修的規畫與實施大致良好四、台北縣各國中普遍能因應九年一貫課程之需要安排相關主題之進修五、國中學校本位教師進修的效果未如預期六、教師普遍樂於進修、卻又不喜受約束七、不同背景教師對學校本位教師進修有不同的認知和態度八、國中學校本位教師進修問題：進修義務不明確、進修視導未落實、進修經費明顯不足、需求評估觀念尚未建立、進修效果不如預期、進修內容重複性過高 基於上述結論，本研究分別提出下列建議：一、 對國民中學教師之建議（一）宜主動參與教師進修，以落實進修效果（二）需認清教育改革需要，提昇專業內涵（三）健全生涯發展，發揮專業精神二、對國中學校行政的建議（一）發展需求評估的能力，落實需求評估（二）建立進修檔案及回饋機制（三）學校本位教師進修規劃應做長期系列之永續考量三、對教育行政機關的建議（一）明確建立教師進修之權利和義務觀（二）寬列學校本位教師進修之經費（三）落實進修視導 Abstract The aims of this research are to explore the relevant questions about in-service education of teacher professional development of junior high schools in a school base. The findings of this research are expected to help schools or educational organizations to design their plans regards with in-service educations of teacher professional development. The researcher examined the core concepts about the planning, applications, and needs assessments of teacher in-service education, also, the core concepts of 1-9 curriculum program in Taiwan and teacher basic professional ability through literature review. The data was collected by questionnaire, which was conducted by the researcher based on the current teacher in-service education in a school base in the junior high schools of Taipei County and followed up with a discussion. Conclusions are drawn as follows: 1、 School-based in-service education is the right trend for teacher in-service education. 2、 Needs assessments for in-service education is vital for the execution and planning of school-based in-service education. 3、 School-based in-service education is working well in Taipei County. 4、 The in-service education for teachers in junior high school of Taipei County is having suitable content according to the education revolution. 5、 The effect of school-based in-service education doesn’t fit its original needs well. 6、 Teachers prefer in-service education to any restriction from the administration department. 7、 Teachers’ recognition and attitude toward in-service education are different based on different background of teachers. 8、 The problems of in-service education in junior high school are: the in-service education is neither rights nor obligation to teachers, no teaching supervision in such education after execution, unexpected result and too much repetition in in-service education. According to above conclusions, the researcher suggest: 1、To the teachers in junior high school---（1） Be aggressive in in-service education to get better results for teachers themselves.（2） Be aware of the needs of education revolution and increase the teaching professionals.（3） Having a teaching career planning. 2、To the school administration----（1） Developing the ability of making needs assessment.（2） Establishing the portfolios for in-service education and the mechanism for feedback systematically.（3） School-based in-service education should be planned by long terms and everlasting. 3、To the education administration department----（1） Clarify the rights and obligations about in-service educations for teachers.（2） Budgeting balanced or even surplus for school-based in-service education.（3） Execution by exact teaching supervision.

關鍵字

學校本位 ； 教師進修 ； 學校本位教師進修 ； 九年一貫課程 ； 需求評估

並列摘要

The aims of this research are to explore the relevant questions about in-
service education of teacher professional development of junior high schools
in a school base.　The findings of this research are expected to help schools
or educational organizations to design their plans regards with in-service
educations of teacher professional development.
The researcher examined the core concepts about the planning, applications,
and needs assessments of teacher in-service education, also, the core concepts
of 1-9 curriculum program in Taiwan and teacher basic professional ability
through literature review.　The data was collected by questionnaire, which was
conducted by the researcher based on the current teacher in-service education
in a school base in the junior high schools of Taipei County and followed up
with a discussion.
Conclusions are drawn as follows:
1、　School-based in-service education is the right trend for teacher in-
service education.
2、　Needs assessments for in-service education is vital for the execution and
planning of school-based in-service education.
3、　School-based in-service education is working well in Taipei County.
4、　The in-service education for teachers in junior high school of Taipei
County is having suitable content according to the education revolution.
5、　The effect of school-based in-service education doesn’t fit its original
needs well.
6、　Teachers prefer in-service education to any restriction from the
administration department.
7、　Teachers’ recognition and attitude toward in-service education are
different based on different background of teachers.
8、　The problems of in-service education in junior high school are: the in-
service education is neither rights nor obligation to teachers, no teaching
supervision in such education after execution, unexpected result and too much
repetition in in-service education.
According to above conclusions, the researcher suggest:
1、To the teachers in junior high school---
（1）　　　　Be aggressive in in-service education to get better results for
teachers themselves.
（2）　　　　Be aware of the needs of education revolution and increase the
teaching professionals.
（3）　　　　Having a teaching career planning.
2、To the school administration----
（1）　　　　Developing the ability of making needs assessment.
（2）　　　　Establishing the portfolios for in-service education and the
mechanism for feedback systematically.
（3）　　　　School-based in-service education should be planned by long terms
and everlasting.
3、To the education administration department----
（1）　　　　Clarify the rights and obligations about in-service educations
for teachers.
（2）　　　　Budgeting balanced or even surplus for school-based in-service
education.
（3）　　　　Execution by exact teaching supervision.

參考文獻

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