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    Please use this identifier to cite or link to this item: http://ir.nknu.edu.tw/ir/handle/987654321/16376

    題名: 高級職業學校實施教師專業發展評鑑之個案研究
    The Case Study of Teacher Evaluation in Senior High Vocational School
    Authors: 張美瑛
    Mei-Eng Chang
    貢獻者: 吳和堂;吳百祿
    Ho-Tang Wu;Bai-Lu Wu
    Keywords: 高職;教師專業發展評鑑
    vocational high school;teacher evaluation
    Date: 2011-07-13
    Issue Date: 2011-10-14 15:31:37 (UTC+8)
    Abstract: 本研究旨在探討,快樂高職實施教師專業發展評鑑的態度及實施困境,並根據研究結果提出建議,作為日後推動教師專業發展評鑑之參考。



    The main purposes of this research are to investigate the teachers’ attitudes toward teacher evaluation(TE) and the dilemmas of conducting the project at a vocational high school. The methodology applies questionnaire and samples are 252 teachers from the case. Also, the semi-structured method is applied to interview seven teachers in order to understand their personal opinions on the teacher evaluation.

    According to the statistics and the analyses of the interviews, the findings of this study are as follows. The purpose of the evaluation is to assist teachers in advancing their specialized fields as well as the pros and cons of the teaching. Teachers are likely to improve the teaching quality and protect students’ rights. With regard to the purpose of the evaluation, the degree of accepting TE for directors in the administration is higher than that of homeroom teachers. For the methods of the evaluation, the degree of accepting the TE for directors is higher than that of homeroom teachers. The evaluation criterion is based on two items, which are curriculum design and teaching, and class management and counseling. From the viewpoint of the evaluation criterion, males are significant higher than females. Directors and teachers in the administrative units are both above homeroom teachers. Furthermore, the degree of accepting the evaluation team for teachers in the administration is higher than that of homeroom teachers. On the opinion of the evaluation results and applications, teachers whose lengths of service are one to five years are obviously higher than the eleven-fifteen-year experienced ones.

    The writer suggests, according to the study results above, that Education of Ministry should ensure the system of TE through the legislation. Administrative agencies should prepare sufficient budgets to subsidize schools, give fresh impetus, and increase the number of seminars in order to enhance teachers’ will of participation the TE. Administrations should make an appropriate plan so as to adjust the evaluation periods according to the different lengths of service or teaching methodology. Moreover, the writer would like to make some suggestions for school administration--- to hold more workshops, instruct teachers’ cognitive knowledge and skills, reach a consensus of the TE, simplify the evaluation charts, regularly share through community websites/activities, and take sound measures to enhance teachers’ professional abilities. Finally, for the aspect of teachers, they should participate in community seminars to develop their own competitiveness. It is hoping, by doing so, teachers can convert pressure into motivation and then achieve the purpose of the TE.
    Appears in Collections:[教育學系] 博碩士論文

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