臺北縣國民中學試辦教師專業發展評鑑之個案研究

Abstract

本研究旨在探討臺北縣國民中學參與試辦教師專業發展評鑑之歷程、實施情形、實施成效、遭遇的問題與因應策略等，並根據研究結果提出具體建議，以提供其他學校推動教師專業發展評鑑，及建立學校本位教師評鑑機制之參考。 本研究採個案研究法進行資料之蒐集，以臺北縣陽光國民中學（化名）為研究個案，採立意取樣方式，選擇國語文、英語、數學、社會、自然與生活科技、健康與體育、藝術與人文、綜合活動等八個學習領域各1至2位，共14位教師作為訪談對象。透過文件分析、半結構式訪談等方式進行研究，獲致以下結論： 壹、個案學校推動教師專業發展評鑑在「政策理念宣導」、「推動小組組成」、「鼓勵教師參與」、「配套支援措施」、「評鑑人員選擇」等行政作為積極且富彈性，引領教師順利完成評鑑。 貳、個案學校教師參與試辦的動機雖有自願與非自願因素影響，但教師願意繼續參與評鑑的主要考量是基於個人對專業成長的需求。 參、個案學校教師在既有評鑑基礎上，對於「評鑑目的」、「評鑑內容」、「評鑑規準」、「評鑑方式」、「評鑑結果的處理與運用」的看法大致相同，並已逐漸形成共識。 肆、個案學校以漸進方式長期推動教師評鑑工作，凝聚教師共識形成校園評鑑文化，逐步發展學校本位教師評鑑機制已初具成果。 伍、個案學校參與教師專業發展評鑑對於教師達成教學改進目的、增進專業對話分享、引發專業成長動力等具有成效。 陸、個案學校參與教師專業發展評鑑有效提昇教師評鑑知能，尤以教師具備教室觀察知能與經驗，更能促使教師改進教學缺失，增進教學專業能力。 柒、個案學校實施教師專業發展評鑑欠缺法源依據、學校評鑑人力缺乏、教學輔導機制未臻完善等問題亟待克服解決，以為將來全面實施預作準備。 最後根據以上研究結論，分別對教育主管機關、個案學校行政單位與人員、教師及未來研究，分別提出相關建議以供參考。

The purpose of this research was to examine the impact of a junior high school participated in the preliminary Teacher Professional Development Evaluation (TPDE) in Taipei County. The participation process, practice, results, problems, and strategies were discussed in the research. It is expected that this study can provide some suggestions and assistance for other schools seeking to establish a TPDE program. This research was conducted by case study approach. Based on purposive sampling, the research sample consists of 14 interviewees from Taipei County Sunshine Junior High School (assumed name), who were selected out of a population of 28 teachers participating in TPDE in the 2006 school year. One or two teacher participants were sampled from eight curriculum fields – Chinese, English, math, social studies, science and everyday technology, health and PE, art and humanity, and integrative activities. The research was directed by documentary analysis, semi-structured questionnaires and interviews. The main findings based on the respondents were as follows: a. The specified school administration functioned well to lead participants to finish the evaluation. Administrators used policy promotion, team building, encouraging teachers’ participation, setting up supporting measures, and selecting evaluators. b. The specified school teachers’ participation in TPDE was either voluntary or encouraged by school administrators, but what kept teachers continuing on the evaluation was their desire for professional growth. c. The specified school participants’ opinions were similar in regard to the evaluation purpose, contents, criteria, methods, and the application of the results. They gradually had consensus on the above issues. d. The TPDE program appeared to contribute to the growth of a school culture and climate more receptive to evaluation. e. The specified school teachers agreed that participating in TPDE helped them improving their teaching, increasing their dialogue on professionalism, and their individual desire for professional growth. f. The specified school teachers also agreed that being a part of TPDE increased their evaluation abilities. Teachers with observation abilities and experience could improve their teaching and advance their teaching professionalism. g. However, based on the research responses, problems related to lacking a lawful TPDE base, not many qualified evaluators, and unsound teaching mentoring system should be paid attention to for the future overall TPDE practice. Based on the above-mentioned conclusions, several suggestions were offered for the Educational Authorities concerned, the specified school administrators, teachers, and future studies.