初任教師形成性評鑑成效與影響因素之個案研究   全文下載

A Case Study of Effects and Influencial Factors of Beginning Teachers’ Formative Evaluation

本研究以一所個案學校進行初任教師形成性評鑑，運用參與觀察、訪談、文件分析等方法蒐集資料，以瞭解其實施成效及影響因素。研究發現如下：一、實施成效：在個人層面，有助初任教師改進教學行為、累積良好專業習慣、直接學習代替試誤摸索，滿足其相關 專業發展需求；對評鑑教師則有透過評鑑教學相長、反思專業表現的效果。在人際層面，有助初任教師建立專業諮詢網絡。在組織層面，可創生學校教師專業發展新途徑、形塑在評鑑中共同學習的新評鑑文化。不過，若要大幅提升初任教師的班級經營能力，則有待投入更多時間加以輔導。二、影響因素：評鑑人員的專業素養與人格特質、參與人員的時間及工作負擔、學校具備的專業資源、長幼有序的初任教師文化。最後，本研究並依據研究結論提出若干建議。

The study aims to understand the process, effects and influencial factors of beginning teachers' formative evaluation. This study adopts a qualitative approach to collect information by using methods of participant observation, interviews and document analysis in an elementary school. The results revealed that effects of formative evaluations are as follows: (1) Individual level: the effects for beginning teachers are improvement of their teaching performance, accumulation of good professional practices, direct professional learning instead of wasting time in trial-and-error and satisfying their professional needs. The benefits for evaluators is transferring wisdom and experience to beginning teachers and also reflecting upon professional self-performance from evaluating beginning teachers. (2) Interpersonal level: all the participated teachers made a professional networking for consultation. (3) Collective level: creating new paths for teachers' professional development and shaping a new evaluation culture of mutual learning in evaluations. However, it needs to devote much more time and energy to enhance the ability of class management of beginning teachers. The influencial factors of beginning teacher formative evaluation include evaluators' professional competence and personality, time and workload of participants, related resources at schools, beginning teachers' culture of respecting seniors. Based on the conclusions, recommendations are presented accordingly.