國小教師專業發展阻礙與助益之探究：基於 TALIS 2018 調查結果

The Impediments and Benefit of ElementarySchool Teacher Professional Development: Based on TALIS 2018 Results

本研究以「教學與學習國際調查」（Teaching and Learning International Survey, TALIS）2018的量化研究結果為基礎，針對國小教師的專業發展部分，檢視臺灣與國際平均數據差異的項目，結果發現教學時數、課程規劃或備課的時數低於國際平均，參與校務工作、批改校訂學生作業、輔導學生的時數卻高於國際平均。因此，本研究採質性研究取向，探究數據所無法呈現、甚至被視為教學日常的教師專業發展阻礙與助益。研究結果顯示，教師專業發展的阻礙在於必須面對學生家庭的挑戰與行政事務的擺布，教師專業之提升可透過提供教師專業實踐、自省與成長的機會，號召志同道合夥伴組成專業的社群，以及自發性參與研習的活動來達成。

Based on the result of Teaching and Learning International Survey (TALIS) 2018, this study tries to obtain deep insight of teacher professional development in elementary schools by comparing data between Taiwan and international average. Elementary-school teachers in Taiwan spend less time on teaching, lesson planning, and teaching preparation than TALIS international average. However, they spend more time on general administrative work (including communication, paperwork and other clerical duties), marking/correcting of student work, and counselling students (including student supervision, mentoring, virtual counselling, career guidance and behaviour guidance). Adapted to qualitative research, it reveals that teachers’ profession development is by students’ family and administrative duties. As to teacher professional development activities, carrying out teaching plans, applying reflective teaching, joining professional learning communities and online professional learning communities, cooperating with other teachers play key roles in supporting and encouraging teacher professional development.