教師專業發展評鑑之研究--以桃園縣某綜合高中社會領域教師為例

Abstract

本研究的主要目的，在於探討桃園縣個案學校教師專業發展評鑑的理念與實施策略、過程與現況、實施成效，遭遇的問題與因應策略等，藉由個案研究的方式，深入了解個案學校社會領域教師對教師專業發展評鑑的認知和建議，以提供其他學校推動教師專業發展評鑑的機制的參考。 本研究採文獻分析法、參與觀察法與深度訪談法進行資料的蒐集，以桃園縣太陽高中(化名)為研究個案，採立意取樣方式，選擇社會領域地理、歷史及公民與社會教師，共6位作為訪談對象。透過個別訪談、焦點訪談、教室觀察以及文件分析等方式進行研究，獲致以下結論：

壹、教師專業發展評鑑對教師專業成長有助益，能增進對話機制與正向發展動能。 貳、教師專業評鑑實施過程，校長及參與教師扮演不同角色並發揮其不同的影響力。 參、溝通整合共識，建立專業評鑑人員培訓相關因應策略。 肆、大多數教師對「教師專業發展評鑑」方案的實施採被動觀望的態度。 伍、私校教師大都以配合辦理心態因應，應提升教師參與動機。 陸、個案學校推動教師專業評鑑採多元評鑑方式，配合教師教學需求修正。 柒、個案學校研擬教師專業發展評鑑相關配套措施，提升教師教學成效。

最後根據以上研究結論，分別對個案學校行政單位與教師，教育主管機關及未來研究人員，提供相關建議以供參考。

The main purpose of this study is to investigate the case of one school teachers in Taoyuan County. The study is to realize the concept of teachers’ professional development evaluation and the policies, procedures, the current status of implementation , problems encountered and coping strategies of this school. Through case-study method, we may much deeply realize the cognition and suggestion of these teachers. Then, the result can provide some reference for other schools to promote professional development evaluation of teachers. This study adopted document analysis, participant observation and in-depth interview method for data collection to the Tai-Yang High School (a pseudonym) in Taoyuan County as a case study. We used purposive sampling method to select the field of social geography, history and civic and social teachers. There are six teachers to be the interviewee totally. By means of individual interviews, focus interviews, classroom observation and document analysis methods to study, we acquire the following conclusions: 1、Teachers’ professional development evaluation is helpful and promote dialogue and positive development momentum for teachers. 2、During the process of teachers’ professional development evaluation, the teachers involved and principals play different roles, and having different influences on the evaluation. 3、To establish teachers’ professional development evaluation training strategies by means of communication and integration of relevant response to a consensus. 4、Most of the teachers adopt passive attitude of wait and see for teachers' professional development evaluation . 5、Most of the teachers in the private school play the passive role of coordination in teachers’ professional development evaluation. It is necessary to elevate the motivation to participate the evaluation for the teachers 6、The case study school use multi-variant method and conjugate different requirement of the teachers to promote professional teachers’ evaluation . 7、The case study school develop supporting measures related to teachers’ professional evaluation, to enhance teaching effectiveness of teachers. Finally, according to the above conclusions, we provide recommendations and suggestions for the school administrative units and teachers , educational authorities and future researchers respectively .