教專評鑑風景：我與教師們的對話、理解與意義觀看

The Landscapes of Teacher Evaluation for Professional Development : Dialogue, Understanding and Observation

本研究邀請11位教育人員，探究參與教師專業發展評鑑三年以來的經驗與理解。研究結果發現每所學校各有不同的評鑑風景與困難。如果能引發教師擔任教職的初衷，從教師的內心需求出發，找到教師與評鑑的關係，教師對評鑑的知覺、思考及做法即會不同，衍生的行動意義也更為深刻。最後提出的建議是，教師專業發展評鑑的需要誘發教師的自覺，透過社群的建立，在不躁進的氛圍中，用分享美好的心情吸引夥伴加入，協助老師在社群的對話與支持中找到自己的定位，更勇敢的接受教學的挑戰。

Eleven teachers were invited to discuss their experiences and understanding of the Teacher Evaluation for Profession Development, in which all eleven attended for 3 years. The results show that each school has its own style and difficulties. If teachers’ original passion for becoming a teacher can be rekindled, and the relationship between teacher and evaluation can be uncovered based upon the teachers’ internal needs, teachers’ perceptions, thoughts, and actions toward evaluation may be different. They would also experience their work as more significant and meaningful. The results suggest that teacher evaluation for professional development requires the induction of teachers’ self-consciousness. Through constant discussion and support within the community, teachers share their experiences, find their career anchors, and gain more courage to face the challenges associated with teaching.