科技部專題研究計畫主持人
MOST-107-2410-H-004-082-SS2
教學視導方案評鑑研究—發展性視導可行方案與教師支持系統建構
A study on instructional supervision program evaluation: Feasible programs of developmental supervision and construction of teacher\'s supportive system
科技部
Ministry of Science and Technology
國立政治大學教育學系
Department of Education, National CHENGCHI University
郭昭佑
CHAO-YU GUO
國立政治大學教育學系
Department of Education, National CHENGCHI University
郭昭佑
教授
(02)2939-3091轉63810
chaoyu@nccu.edu.tw
計畫執行期間起:2018-08-01
計畫執行期間迄:2021-07-31
2018-08-01
2019-07-31
曾參與教師專業發展評鑑的公立國民小學教師約35000名為調查對象母群
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教學視導;發展性教學視導;教師專業發展支持系統方案評鑑;教師專業發展評鑑;
instructional supervision, developmental instructional supervision, teacher professional development evaluation, program evaluation, eacher’s professional development supportive system
教師專業發展是學校教育的關鍵環節,而教學視導則是確保教師專業發展的重要手段。台灣的教學視導發展包括大學端的地方教育輔導、地方教育當局的學科輔導團及課程督學、以學校為中心的教師專業發展評鑑及教師社群等,雖各有功能,但成效仍有限。尤以教師專業發展評鑑試辦逾十年(2006-2017)後,因褒貶不一面臨轉型,教育當局在政策上以支持用語取代評鑑,並開始架構平臺。 值此教師專業發展評鑑轉型之際,不應全面否定其功能及逾十年的重要貢獻與價值,另考量教師職涯階梯發展之不同需求,擬援引發展性視導理念,探討提供不同發展層次教師可行的教學視導作為,在當局政策尊重教師教學專業自主發展過程中得以確保教學品質。本研究擬以調查研究法,總結教師專業發展評鑑的效益,並探究發展性視導的可行方案。 另為建構系統性的教師專業發展支持架構,本研究擬以概念構圖法,探討從中央、地方、大學、學校、社會等可能提供教師專業發展的資源或平臺,整合並架構系統性的教師專業發展支持體系,建構較為具體的圖像,提供教育當局在建立平臺時參考。
Teacher professional development is the key link of school education, and instructional supervision is the important means to ensure teacher professional development. The development of instructional supervision in Taiwan includes colleges’ local educational guidance, local educational authorities’ subject advisory groups and curriculum supervisors, and school-centered teacher professional development evaluations and teacher communities. Although they have their own functions, they achieve little. Especially after being launched more than 10 years (2006-2017), the pilot program of teacher professional development evaluation faces transformation due to different judgments. On the policy side, the education authority replaces evaluations with supportive expressions and starts to build a platform. At the moment of transformation of teacher professional development evaluation, the evaluation’s functions and more than ten-year significant contributions and values should not be totally denied. Different demands of teacher career ladder development are to be taken into consideration, and the idea of developmental supervision is to taken as reference to discuss and provide feasible instructional supervision under different development stages, ensuring the teaching quality in the development process of professional autonomy of teacher’s instruction supported by the authority’s policies. In this study, survey research is conducted to sum up the benefits of teacher professional development evaluation and study the feasible programs of developmental supervision. In addition, to construct a systematic supportive framework for teacher professional development, in this study, concept mapping is used to discuss the resources or platforms likely to be provided by central government, local governments, colleges, schools and society, integrate and construct a systematic supportive system for teacher professional development, building more concrete pictures, so as to provide the education authority reference when building a platform.
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