敘說一所國小參與教師專業發展評鑑的實踐歷程與教師成長

A Narrative of the Process and Teacher's Growth of An Elementary School Participating in Teacher's Evaluation for Professional Devolpment

教育部為提升教師教學品質與學習成效，自2006年起推動教師專業發展評鑑計畫，透過實施教學觀察和教學檔案評量，希冀引導教師打破保守、封閉和孤立的教學型態，建立教師專業成長支持系統。本研究採敘事法，結合訪談法和文件分析，敘說新竹縣坪林國小參與教師專業發展評鑑的實踐歷程與教師成長。研究發現，因為行政和專業支持力量，促使教師同儕在「信任」基礎上參與教師專業發展評鑑，藉由教學夥伴的專業對話和教學省思與改進，結果營造出一個「共好」的學習共同體，讓教師願意為提升教學專業成長和學習成效而共同努力。

In order to elevate teaching qualities and increase students' performances, the Ministry of Education has been executing the plan of teachers'evaluation for professional devolpment(TEPD). Since 2006, this plan aimes to guide teachers to enrich teaching styles and establish a support system for teahers professional growth by implementing teaching observation and teaching portfolio assessment. This study utilizes the methods of narrative inquiry, interview and documentary analysis to describe the process and growth of Ping-Lin Element School to find out how it carries out TEPD. In addition, this study finds that it was based on the trust provided by the support of school administrators and teaching profession that teachers would rather join TEPD. Through teachers' professional dialogue and reflection, it helps creating a positive learning community to attract teachers to elevate teaching qualities and increase students' performances significantly.