看見～新竹縣十興國小教師專業發展評鑑實踐歷程之敘說研究

Seeing ~ A Narrative of the process of promoting Teachers' Professional Development Evaluation in Shi-Hsing Elementary School

本研究係以敘事法，結合觀察、訪談與文件分析，敘說新竹縣竹北市十興國小參與教師專業發展評鑑的實踐歷程與專業成長，以作為其他學校推動與實施教師專業發展評鑑之參考依據。研究發現，能由下而上的進行教師專業發展評鑑的背景脈絡為：校長專業領導與靜候時機所營造出的開放氛圍、在教專之前就存有的自發性社群運作經驗所形成的對話文化；也正因人而醞釀出的情感與態度，成為推動教師專業發展評鑑的信任根基與動力來源。在十興，因專業對話文化引發覺察並喚醒教師主體意識，透過主體覺知而能建構教師專業發展評鑑之意義與成效。

To be the reference for other schools to promote and implement Teacher Evaluation For Profession Development, by means of narration, this study integrates the observation, interview and documental analysis to talk about the practical process and the professional development of Teacher Evaluation For Profession Development which the teachers in Shi-Hsing Elementary School participated in .
The study indicates that there are two contexts of the bottom-up Teacher Evaluation For Profession Development. One is the school principal's professional leadership and coordinal atmosphere in school. The other is the culture of teachers' professional dialogue which has been spontaneously implemented by Professional Learning Community before Teacher Evaluation For Profession Development.
It is not only the emotion but the attitude that becomes the basis for trust and origin of motivation of Teacher Evaluation For Profession Development. Therefore, because of the culture of teachers' professional dialogue which arouses the teachers' subjective consciousness, it will construct the meaning and the effect of Teacher Evaluation For Profession Development.