頁籤選單縮合
題名 | 臺北市國小教師專業發展評鑑實施效應之研究=A Study of the Effect of Teacher Evaluation for Professional Development in Taipei Elementary Schools |
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作者姓名(中文) | 周麗華; | 書刊名 | 市北教育學刊 |
卷期 | 37 2010.12[民99.12] |
頁次 | 頁103-125 |
分類號 | 523.3529 |
關鍵詞 | 教師專業發展評鑑; 評鑑效應; 國民小學; Teacher evaluation for professional development; Evaluation effect; Elementary school; |
語文 | 中文(Chinese) |
中文摘要 | 本研究探討教育部辦理之教師專業發展評鑑方案之實施效應,以臺北市九十五、九十六學年度都參與試辦的九所國民小學中,依學校規模之不同,立意取樣六所學校進行深度訪談以及文件分析。主要的研究發現如下: 一、實施教師專業發展評鑑對教師個人產生的正面效應包括促進教學省思、增進教育 知能、增進教學效能感、建立積極的專業成長態度、提升自我的專業形象等。其負面效應是增加教師的工作負擔,使得部分教師或學校因此而退出試辦。 二、實施教師專業發展評鑑對學校組織產生的正面效應包括促進專業對話,形塑互助的教師文化,以及藉由經驗分享減少評鑑恐懼感。其負面效應是學校分成參與、非參與兩團體,團體之間產生不同的同儕壓力,組織成員感覺鼓勵參與方案的外在誘因不足,以及參與方案的必要性和迫切性不足。 三、實施教師專業發展評鑑在環境層級的實施效應是教師追求專業發展獲得部分家長的肯定,但是家長和社會人士對不適任教師的關切甚於教師專業成長方案。 |
英文摘要 | The purpose of this study was to investigate the effects of teacher evaluation on professional development programs implemented in elementary schools in Taipei. The participants of this study were six purposefully chosen elementary schools which had participated in the teacher evaluation projects launched by the Ministry of Education from 2006 to 2007. To achieve the above purpose, this study adopted qualitative approach and the data had been collected by observing, interviewing and document analyzing. The results of this study were as follows: Regarding the effect on individual teachers: On the bright side, teachers were motivated to reflect on their teaching, which led to the advancing of their professional knowledge, the increasing of their teaching efficiency, and the promoting of their sense of professionalism. On the other hand, some teachers and one of the six schools quitted attributed to the burden of extra workload. Regarding the effect on school organization: On the positive side, these programs had served as a communication platform where teachers were able to share their teaching thoughts and views. As a result, teachers' negative views toward the evaluation such as fears were diminished. Nevertheless, doubts about the worthiness of the programs still existed owing to other factors. Peer pressures were generated between groups of teachers who did and did not join the evaluation. Regulations might be required to enforce teachers’ immediate participation. Regarding the effect on the environment: Although parents were affirmative toward teacher evaluation programs, what concerned them most was the issue of unqualified teachers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。