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    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。

    研究方法採問卷調查為主,以高雄市一所高職教師252人為研究對象,再用半結構式訪談7位教師對教師專業發展評鑑之意見,作深入了解教師對教師實施專業發展評鑑的看法,以佐證本研究之可靠性及有效性。

    根據統計結果及訪談分析,本研究獲得以下結論為:評鑑目的以協助教師專業成長,瞭解其教學之優劣得失,提昇教學品質及維護學生權益;在評鑑目的看法上,現任職務中主任之顯著高於導師,主任對於辦理教師專業發展評鑑之認同度高於導師;在評鑑方式的看法上,現任職務中,主任的認同度高於導師;評鑑規準以「課程設計與教學」「班級經營與輔導」為主;在評鑑規準的看法上,男性高於女性;現任職務中主任認同度高於導師,教師兼行政認同度高於導師;評鑑小組的看法上,教師兼行政的認同度高於導師;評鑑結果與應用看法上,服務年資1-5年顯著高於11-15年。

    根據以上研究結果,建議教育行政機關應:儘速通過立法,確立教師專業發展評鑑制度以具備法源基礎;編列充足經費,補助學校推動教師專業發展評鑑工作;增加辦理教師專業發展評鑑研習?次,可提高教師參與意願能逐年增加,以增進推動之力量;訂定適切的評鑑期程,依教師不同年資或教學法彈性調整。建議學校行政應:全面辦理宣導說明會,擴大教師正確認知層面,凝聚全校教師之共識;採用適切的評鑑規準與指標,並儘量簡化評鑑表格;定期辦理社群及評鑑心得分享活動,以利經驗傳承;建立完善的配套措施,提升教師專業能力。建議教師應:能面對現實環境,培養優質的競爭力;參加社群研習活動之專業對話,提升專業能力;將教師專業評鑑的壓力化為成長的動力。
    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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