英文摘要 |
The United Nations Educational, Scientific and Cultural Organiza-tion (UNESCO) once mentioned: “The teaching profession must be re-garded as a profession. Education requires rigorous and continuous re-search by teachers to build a public service provided by teaching exper-tise and skills.” Teacher grading has encountered doubts and difficulties. Since 1995, the Ministry of Education has subsidized the implementation plan of teacher professional development evaluation, and adjusted and reformed it in the 106 academic year, transforming it into a teacher pro-fessional development support system. Through continuous dialogue and cooperation, sharing and reflection, to improve teachers’ subject knowl-edge and teaching quality, and to study strategies to solve educational problems. On the other hand, in mainland China, the shaping and pro-motion of the teacher’s profession is combined with the teacher’s grad-ing system, and the “three-dimensional interaction” model of “on-the-job training and development, job promotion and reward evaluation” interacts with each other, which has a considerable relationship with the direction of Taiwan’s teacher professional development. difference. Therefore, from the perspective of improving teachers’ professional development, this paper compares the differences between Taiwan’s teacher’s professional development and the mainland’s teacher rank system and its impact on the overall education, and analyzes the improvement of the mainland’s teacher grading system in the teacher’s “professional”, and the Taiwanese primary and secondary school teachers’ professional development. The differences in the development support system, the local strategies and the help to teachers are considered, and try to provide a reference for the professional development direction of teachers in Taiwan in the future. |