新竹縣教師專業發展行政運作、教師實踐與成長介入之模式初探

A Preliminary Study of Models of Administrative Operation, Teacher Practice, and Growth Intervention in the Teacher Professional Development in Hsinchu County

本研究旨在探討新竹縣教師專業發展評鑑行政運作、教師實踐及成長介入之模式。研究採用個案研究法，以四所個案學校的教專評鑑文件資料、研究文稿為主要分析素材。研究發現，教專評鑑推動實施的立基點在於視教師為完整的個體、建立信任的關係、需要情境互動的生成，以教育生態的觀點發展學校本位的教專評鑑，並以對學生學習的關懷與持續關注為為依歸。這些立基點在整個教專評鑑推動的過程是隨時需要被關注與論述的。研究結論並繪製了二種模式初探模型，期能帶給參與教專評鑑的學校教師，從「自然發展」走向「自覺發展」的專業之路。

The study was to discuss models of Administrative Operation, Teacher Practice, and Growth Intervention in the Teacher Professional Development in Hsinchu County. By case study, it used the documents and researches in the plan of Teacher Evaluation for Professional Development as the analyzing materials from 4 schools.
The study found that promoting Teacher Evaluation for Professional Development should be based on taking teachers as complete individuals, constructing the trust relationship, improving the interactive situation, and developing the school-based Teacher Evaluation for Professional Development from the view of Educational Ecology. However, the final goals of the plan were to concern on students' learning and to keep track on it. Those foundations should be concerned and discussed all the time during the process of promoting Teacher Evaluation for Professional Development.
The study built two models to help the teachers participating in Teacher Evaluation for Professional Development to go forward from “naturally developed” to “consciously developed”.