教師專業發展評鑑與學習共同體之評析

A Critique of Teacher Evaluation for Professional Development and Learning Community

臺灣自95學年度起推動中小學教師專業發展評鑑，希冀藉由形成性、專業取向的評鑑方式來提升教學品質和學習成效。日本佐藤學推動「學習共同體」的教育理念，在近年來受到東亞和歐美許多國家的重視，在臺灣形成一股教改旋風。本研究旨在評析教師專業發展評鑑與學習共同體的異同點，研究發現兩者都能符應當前「以學生學習為中心」教育改革潮流，但是在發展脈絡、理論基礎和運作方式等方面各不相同，也對教育現場產生不同的影響。

The implementation of Teacher Evaluation for Professional Development in Taiwan since 2007 has aimed to enhance teaching quality and learning effectiveness via formative and professional evaluations. Learning Community proposed by Prof. Sato Manabu has not only gained overwhelming attention in the Ease Asia, Europe, and US, but also generated an island-wide trend toward educational reformation. The current study aimed to investigate the similarities and differences between Teacher Evaluation for Professional Development and Learning Community. The results revealed that both fit the current trend of educational reformation that focuses on “student-centered learning”. However, differences in respective developmental context, theoretical background, and practical operation led to different effects on the instructional settings.