新竹縣興隆國小辦理教師專業發展評鑑之實踐研究

A Practical Study in the Plan of Teacher Evaluation for Professional Development in Hsing Lung Primary School in Hsinchu County

教育部自2006年起推動教師專業發展評鑑計畫，以「教師為專業成長主體」的人文觀點，希望教師走上「自然發展」到「自覺發展」的專業之路。為提升教師教學品質與學生學習成效，透過評鑑方式的實施及專業社群，希望引導教師打破保守、封閉和孤立的教學型態，建立教師專業成長支持系統。本研究結合訪談和文件分析，敘寫新竹縣興隆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，行政的縝密規劃，能讓教師專業發展評鑑推動更順利。而社群夥伴專業支持的力量，促使同儕在信任氛圍中進行教師專業發展評鑑，透過參與夥伴的專業會談對話和自身的教學省思與改進，讓教師願意為專業成長及提升學生學習成效而努力。

Since the plan of Teacher Evaluation for Professional Development had been executed in 2006, the Ministry of Education hoped that teachers could go forward from “naturally developed” to “consciously developed” with the view of teachers' professional development. In order to improve the teaching quality and learning achievement, the school led teachers to change the conservative, closed, and isolated teaching style and built the support system of teachers' professional development by evaluation and professional learning community.
The study narrated the process and the growth of the teachers participating in Teacher Evaluation for Professional Development in Hsing Lung Primary School by interview and document analysis. The study found that deliberate administrative plans could help the plan,” Teacher Evaluation for Professional Development”, to go more smoothly. The professional support from the community partners could give trust environment to encourage the teachers participating in Teacher Evaluation for Professional Development. By professional dialogues, teaching reflections, and improvements, teachers would be willing to make efforts on teachers' professional development and students' learning achievement.