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高雄市國小教師參與專業發展評鑑計畫之研究-以幸福國小為例

A Study on Kaohsiung City Elementary School Teachers Participation in the Teacher Professional Development Evaluation Plan  Taking Xingfu Elementary School as an Example

作者:吳秀玲
畢業學校:國立屏東教育大學
出版單位:國立屏東教育大學
核准日期:2012-08-27
類型:Electronic Thesis or Dissertation
權限:Copyright information available at source archive--npue....

中文摘要

本研究旨在探討個案小學-幸福國小教師在參加教師專業發展評鑑的歷程中,針對教師參加教師專業發展評鑑計畫的原因、教師參與教師專業發展評鑑後真實的感受、成長的歷程,整理與歸納位於第一線教育現場的人員實際的狀況與處理方式,研究提出可能解決之道,以供教育當局參酌,使政策能妥善順利推行。
本研究採用個案研究的方式,透過與5位教師及1位主任的訪談,輔以觀察及研究分析教師專業發展評鑑推動相關文獻,得到以下結論:
一、行政領導者強勢領導及承辦處室主任的行政運作影響教師加入教師
專業發展評鑑計畫意願。
二、優質夥伴的帶動、專業自信的成長及教學現場技能的進步,是教師
願意繼續投入專業發展評鑑的動力。
三、教師求好心切,沿用傳統教學觀摩與學校評鑑檔案思維,教師專業
發展評鑑的落實仍待加強。
四、評鑑結果的後續處理未能與專業學習社群整合運作。
基於以上研究發現,提出下列建議供持續參加的學校、和給學校行政人員及老師參考:
一、給持續參加的學校的建議
(一)建構知識管理平台,透過多元化的行銷與溝通,持續提升教師
正確的評鑑觀念。
(二)充分了解退出教師計畫的原因,並予以協助。
(三)主動積極邀約教師參與教師專業發展評鑑。
(四)善用教師領導者,發揮影響力,帶動優質夥伴學習,營造校園學
習氛圍。
(五)整合相關活動,減輕教師工作負擔。
(六)規劃與設計符合教師期待的專業發展評鑑計畫。
二、給學校教師的建議
(一) 以開放積極的心態,持續關注專業發展評鑑議題。
(二)用心專業發展,持續進修與成長,提升教師專業地位。
(三)多一點的熱情與自律。
三、對後續研究的建議

英文摘要

Focused on teachers of Xingfu Elementary School  the elementary school of interest, the present study looked to investigate the reasons for teachers participation in the Teacher Professional Development Evaluation Plan, the true feelings of teachers following their participation in teacher evaluation for professional development and their progress of growth as they underwent the teacher evaluation for professional development, sorting out and summing up actual situations encountered by first-line educators and approaches adopted by them in dealing with those situations. Moreover, the present study proposed potential solutions for the competent educational authority to consider for the proper, successful implementation of policies.
The case study approach was adopted in the study. Through interviews with 5 teachers and 1 director, along with observations and the analysis of previous literature related to the promotion of teacher evaluation for professional development, the present study had reached the following conclusions:
1. Administrative leaders strong leadership and undertaking office
directors administrative workings influence the willingness of teachers to join the Teacher Professional Development Evaluation Plan.
2. The impetus provided by a quality partner, the increase of professional confidence and the improvement of on-the-spot teaching skills drive teachers willingness to stay committed to the professional development evaluation.
3. With teachers being eager for good results and continuing to follow the thinking of traditional teaching observations and school evaluation portfolios, the spirit of the Teacher Professional Development Evaluation Plan still awaits clarification and fulfillment.
4. Evaluation results have been left unprocessed and social functions for
professional learning have not given their full play.
Based on above findings, the following suggestions have been proposed for reference for participating schools, school administrative staff, and teachers:
1. Suggestions for schools that continues to participate
(1) Establishing a proper concept of evaluation with diversified advocacy marketing and the construction of a knowledge management platform
(2) Understanding fully reasons for withdrawal from the teacher project and providing assistance
(3) Actively inviting teachers to partake in the teacher evaluation for professional development
(4) Taking advantage of teacher leaders, exerting their influence and spurring the learning of quality partners to build a learning atmosphere in schools
(5) Reducing the workload of teachers by integrating related activities
(6) Planning and designing a professional development evaluation plan that satisfies the expectation of teachers
2. Suggestions for school teachers
(1) With an open, aggressive mentality, showing concern for and being
receptive to teacher professional development evaluation issues.
(2) Enhancing the professional status of teachers by committing to
professional development and continuing further studies and growth.
(3) Bringing more enthusiasm and self-discipline.
3. Suggestions for subsequent studies


主席 - 王政彥

委員 - 劉慶中

指導教授 - 劉鎮寧


 

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