以方案改變理論探究中小學教師專業發展評鑑政策之執行成效

Abstract

本研究旨在透過以方案改變理論探討「中小學教師專業發展評鑑政策」的方案理論、實施理論，以了解中小學教師專業發展評鑑政策促進教師專業發展的執行成效。 本研究採用問卷調查、文獻與文件分析方法，藉由平均數、百分比、單因子變異數分析與多元逐步迴歸分析等統計方法，從「增進教師課程設計與教學能力」層面建構中小學教師專業發展評鑑政策的難題論與反省論，並分析中小學教師專業發展評鑑政策「促進教師專業發展」的執行成效，獲得以下之研究結論： 一、本研究所建立的難題論與反省論之理論模式可以做為導引中小學教師專業發展評鑑政策的參考架構，其中又以反省論更為適切。 二、就方案理論而言，除難題論「教師發現課程與教學的難題」部分外，其餘理論模式均能有效解釋中小學教師專業發展評鑑政策的執行成效。 三、就實施理論而言，難題論與反省論所建構的政策實施模式均能有效解釋中小學教師專業發展評鑑政策的執行成效。 四、中小學教師專業發展評鑑的政策執行成效大致良好，而以「同儕合作，共同改進」、「教學觀察與回饋能力」、「改進劣勢與不足之處」、「瞭解優勢與強項」與「課程理解與分析」、「課程實施」、「達成課程目標」是最受肯定的執行成效。 五、中小學教師專業發展評鑑的政策執行成效會因「任教階段」與「兼行政或未兼行政」而有差異。 基於上述結論，本研究對學校教師、學校、教育行政機關與後續研究提出建議，做為未來推動與研究「教師專業發展」相關政策的參考。

The purpose of this study is to investigate the programmatic theory and implementation theory of the evaluation policy of primary and secondary school teachers' professional development to evaluate the effectiveness of the evaluation policy of primary and secondary school teachers' professional development on assistance in teachers’ professional development through the program’s theory of change. The methods for data collection of the study involve surveys, and literature review and documentary research. Mean, percentage, one-way analysis of variance, and multiple regression analysis are used to analyze the data. The study constructs problem theory and reflection theory of the evaluation policy of primary and secondary school teachers' professional development from improving teachers’ course design and teaching competence. The study also analyzes the implementation effectiveness of the evaluation policy of primary and secondary school teachers' professional development on promoting the teachers’ professional development. Conclusions are made as follows: a. The theoretical framework of the problem theory and reflection theory set up by the current study can serve as guiding reference framework of the evaluation policy of primary and secondary school teachers' professional development, especially the reflective theory.

b. In terms of programmatic theory, except for problem theory, “teachers’ awareness of course and teaching problems,” the other theories can all effectively explain the effectiveness of the evaluation policy of primary and secondary school teachers' professional development.

c. As for implementation theory, the pattern of policy implementation constructed by problem theory and reflection theory can explain the effectiveness of the evaluation policy of primary and secondary school teachers' professional development with validity.

d. On the whole, the effectiveness of the evaluation policy of primary and secondary school teachers' professional development is fairly good. The highly recognized effects include, peer cooperation, mutual improvement, the ability to observe teaching and give feedback, improvement of disadvantages and weaknesses, understanding of advantages and strengths, understanding of course and analysis, course implementation, and achievement of course objectives.

e. The implementation effectiveness of the evaluation policy of primary and secondary school teachers' professional development varies in accordance with the teachers’ teaching stage and whether the teachers are in charge of administration roles.

Based on the conclusions listed above, the study aimed at school teachers, schools, and educational bureaus can offer references and suggestions to future promotions of and studies on policies related to the evaluation policy of primary and secondary school teachers' professional development.