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題 名 | 推動教師專業發展評鑑方案之影響因素研究--以臺北市一所小學為例=Factors Influencing Formative Teacher Evaluation Implementation: A Case Study in an Elementary School |
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作 者 | 張德銳; 周麗華; 李俊達; | 書刊名 | 市北教育學刊 |
卷 期 | 38 2011.04[民100.04] |
頁 次 | 頁1-24 |
分類號 | 523.3529 |
關鍵詞 | 教師專業發展評鑑; 形成性教師評鑑; 影響因素; Teacher evaluation; Formative teacher evaluation; Elementary school; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以臺北市一所詴辦教師專業發展評鑑兩年的國小為研究樣本,探討影響教師專業發展評鑑方案實施的關鍵因素。研究發現如下所述: (一)教學領導對實施形成性教師評鑑的影響,有冺因素包括領導者致力於提升教師專業發展;領導者注重學校本位評鑑方案的制訂;領導者積極理解與推展方案;領導者努力降低教師對評鑑的抗拒。然而,領導者對於方案的宣導略顯不足,部分教師因為不了解或誤解,未能積極參與方案,不冺於方案的推動。 (二)教師文化對實施形成性教師評鑑的影響,有冺因素包括教師樂於追求專業精進;教師具有合作、分享的習慣;教師忠於同事,具有同進退的情誼。然而,教師對於與教學無直接或立即相關的事務,採取保留或觀望態度,不冺於方案的推動。 (三)外界環境對實施形成性教師評鑑的影響,有冺因素包括社會的期許,以及教育行政機關的配套系統與規範。然而,教育行政機關雖提供詴辦經費,無法解決教師的時間壓力與工作負擔,對教師的誘因不足。 本研究依研究結果,對教育行政機關、國民小學、國小教師提出建議,以供推動教師專業評鑑方案的參考。 |
英文摘要 | The purpose of this study was to analyze the factors that influence the implementation of formative teacher evaluation. The subject of the study was a sizable elementary school in Taipei, which had participated in the two-year Formative Teacher Evaluation Project funded by Ministry of Education. To achieve the above purpose, this study adopted a qualitative approach and the data had been collected by observing, interviewing and analyzing documents. The results of this study were concluded as follows: 1. The implementation of formative teacher evaluation was influenced by three major factors, namely, instructional leadership, teachers’ culture and external influence. 2. The facets of instructional leadership that positively influenced teacher evaluation included promoting the professional development of teachers, establishing school-based evaluation and reducing teacher’s anxiety. However, inadequate communication impeded the practice of teacher evaluation. 3. The facets of teachers’ culture that positively influenced teacher evaluation include teachers’ commitment to their own professional growth, teachers’ inclination to share and coordinate. However, some teachers were hesitant about participating in teacher evaluation. 4. The facets of external influence that positively influenced teacher evaluation include the society’s expectations and support from authorities in charge. However, such support does not suffice to encourage teachers to participate in the evaluation: It does not help to reduce their workload, nor does it relieve them of their time pressure. Accordingly, this research offers some suggestions to authorities in charge, the elementary school, and the school teachers, which may also serve as a reference for implementing formative teacher evaluation programs. |
本系統中英文摘要資訊取自各篇刊載內容。