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題名 | 區別化教師評鑑制度的規劃與實施策略=The Planning and Implementation Strategies of Differentiated Teacher Evaluation System in Taiwan |
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作者 | 張德銳; | 書刊名 | 臺北市立教育大學學報. 教育類 |
卷期 | 43:1 2012.05[民101.05] |
頁次 | 頁121-144 |
分類號 | 522.29 |
關鍵詞 | 教師評鑑; 區別化教師評鑑; 形成性評鑑; 總結性評鑑; Teacher evaluation; Differentiated teacher evaluation; Formative evaluation; Summative evaluation; |
語文 | 中文(Chinese) |
中文摘要 | 為提升中小學教師的專業素質,本文作者建議教育行政機關宜審慎規劃與實施區別化教師評鑑制度。該制度的內涵計有初任教師導入輔導與評鑑方案、資深教師的專業發展方案以及不適任教師的協助與處理方案。在區別化教師評鑑系統中,評鑑規準、評鑑者、評鑑模式、評鑑方式、期程、結果處理等皆是有所區隔化的,以滿足不同類別教師的差異化需求,達成「因材施評」的理想。 上述區別化教師評鑑制度的規劃,除應重視專業人員的意見外,宜尊重基層教師的聲音。另外,制度的法制化和彈性化亦是可以考量的。而區別化教師評鑑制度的實施則建議採取逐步漸進、溝通宣導、人才培訓、簡便易行、加強配套等策略。 |
英文摘要 | To improve the professional quality of elementary and secondary school teachers in Taiwan, the author suggests that educational authorities should carefully plan and implement a differentiated teacher evaluation system. The system comprises three tracks, namely Track I-- The Beginning Teacher Track, Track II--The Professional Development Track, and Track III--The Teacher Assistance Track. To satisfy the different needs of teachers in the different tracks, the evaluation criteria, evaluators, models, tools, procedures, and result treatment should also be differentiated in the system. The planning of the differentiated teacher evaluation system should respect both the voice of evaluation experts and practicing teachers. In addition, the legalization of the system and allowance of flexibility for the implementing institutes are also important. As to the implementation of the system, the author suggests the strategies of incremental change, communication guidance, capable person training, easy implementation, and strengthening the coordinated sets of measures. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。