頁籤選單縮合
| 題 名 | 情境評量強化私幼教師課程本位專業自主之行動研究=An Action Research on the Curriculum-based Situated Assessment for Enhancing Teachers' Professional Autonomy |
|---|---|
| 作 者 | 黃意舒; | 書刊名 | 臺灣教師專業發展學會學刊 |
| 卷 期 | 2 2012.01[民101.01] |
| 頁 次 | 頁92_1+93-125 |
| 分類號 | 523.26 |
| 關鍵詞 | 教師專業自主; 評鑑指標; 情境評量; Teacher professional autonomy; Assessment standards; Situated assessment; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本研究以行動研究方法編擬並進行教師專業自主的情境評量,以 提昇一所私立幼稚園教師的專業自主的形象。臺灣教師專業發展學會 9位會員組織成評鑑小組,以學會會員太陽幼稚園為對象,在其文化 及本位課程的情境中,透過小組與園方主管焦點座談訂出該園教師的 專業標準,並編製成該園教師專業能力的評鑑工具,工具包括「情境 申論題」、「網絡填充題」、「表格填充題」、「實作題」,以此工 具提供教師專業自主判斷的練習,經過工作約一年半3次試題的擬定 與評鑑,最後一次為正式評鑑,將教師的專業能力分為學徒、精熟或 專家程度,結果也發現教師的自主能力還有成長空間。 |
| 英文摘要 | This action research purposed to set up the situated assessment for improving kindergarten teachers’ autonomy to make professional decision. Nine preschool professional educators from TTPDA(Taiwan Teachers Professional Development Association)worked together as the team members for about 1.5 years to set up professional standards and the three times of situated assessments. The situated tools which were based on the standards for helping those teachers practicing professional decision- making autonomy included four kinds of test: situated explained questions, net complete fill, form complete fill and performance test. The members went through the panel discussions to set up the curriculum based teachers’ professional standards and the situated assessment tools. The development of the situated assessment went through three periods of times to revise the test for teachers’ practicing to fit the professional standards. The final test ranked the teachers’ professional autonomy into 3 levels: apprenticed, skilled, and expert, and the result of this research found that the subject teachers still needed to work on their decision making autonomy improvement. |
本系統中英文摘要資訊取自各篇刊載內容。