English  |  正體中文  |  简体中文  |  Items with full text/Total items : 88295/117812 (75%)
Visitors : 23404279      Online Users : 181
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/62705
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/62705


    Title: 教師專業發展評鑑實施成效調查研究
    Other Titles: A Study of the Effectiveness of Teacher Evaluation for Professional Development
    Authors: 秦夢群;陳清溪;吳政達;郭昭佑
    Guo,Chao Yu;Chin,Meng Chin;Chen,Chin Hsi;Wu,Cheng Ta
    Contributors: 教育系
    Keywords: 教師評鑑;教師專業發展評鑑;評鑑
    teacher evaluation;teacher evaluation for professional;development;evaluation
    Date: 2013-02
    Issue Date: 2013-12-19 11:13:39 (UTC+8)
    Abstract: 臺灣的教師專業發展評鑑自2006 年試辦至今已邁入第六年,亦已有許多研究進行探討。但至目前為止,較缺乏全面性的調查以了解此計畫的實施成效,且過去相關成效調查亦多為結果成效,較缺乏實施過程成效之調查研究,更遑論學校教師以外的意見。有鑒於此,本研究針對100 學年度全國參與教師專業發展評鑑的1,028 所試辦學校的21,442 位教師,了解其在參與教師專業發展評鑑之過程成效、結果成效、整體成效、問題與建議,同時調查學校參與教師專業發展評鑑小組中之學生家長(或家長會長及副會長)意見,以網路問卷方式採取普查方式進行調查。經網路問卷回收統計,教師部分計有有效問卷6,316 份,約29.46%。家長部分計有747 份,約36.4%。主要研究結論包括:一、教師對專業發展評鑑之認同程度高,但參與意願較低;二、參與教師對實施過程成效的認同度高於實施成果成效;三、工作忙碌、對評鑑的疑慮、非全面性辦理、過於重視檔案整理、評鑑結果缺乏適切獎勵與輔導、縣市政府的經費支持與資源不足是主要困難;四、簡化評鑑流程及書面作業、評鑑結果優良獎勵及標竿學習為主要建議事項;五、家長對教師專業發展評鑑整體成效的認同程度比教師高。最後依據結論研提建議提供相關單位參考。
    The evaluation of experimental teacher professional development has been taken since 2006. However, only few researches of effectiveness of this program were conducted. Furthermore, most of these researches equalized effectiveness with results and not on the effectiveness of the practice process. This study aims to examine the effectiveness of teacher professional development evaluation and the program by analyzing the opinions of 21,442 teachers and parents in 1,028 elementary schools, junior high schools, senior high schools and vocational schools. A internet questionnaire has been sent to 21,442 teachers and parents, of which a total of 6316 questionnaires from teachers (29.46%) are valid, while 747 questionnaires from parents (36.4%) are valid. Followings are conclusions: 1. A high level of acceptance of the implementation of teacher professional development evaluation, contrast to a low willingness to participate among teachers. 2. More acceptance of the effectiveness in the practice process of teachers than the effectiveness seen in the results. 3. Main factors behind the low participation of teachers in the program were their work load,doubt of evaluation and implementation, over-emphasis on documents,a certain lack of appropriate rewards and encouragements and the insufficient supports and resources. 4. A need for a simplification of the process and paperwork of evaluation, and a good system of benchmark andreward. 5. More acceptance of the implementation of teacher evaluation from parents than from teachers.
    Relation: 教育資料與研究(108),57-84
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    5784.pdf1149KbAdobe PDF736View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback