運用教育大數據分析國中小學科技領域教師專業標準與發展：以教師在職進修研習資料為例

Applying Educational Big Data to Analyze the Professional Standards and Development of Teachers in the Field of Science and Technology of Primary and Secondary Schools: Using Data from Teachers’ In-Service Training

隨著雲端計算及大數據科技蓬勃發展，如何挖掘隱藏於非結構性海量教育數據中的豐富價值，將其轉化為有用的資訊，以促進教學決策、改進教學實踐、完善自身專業發展，是大數據時代教師面臨的重大挑戰。因此，有必要從促進教師專業發展的角度，對教師專業進修之相關研習數據進行解讀，釐清教師在職進修與教師專業標準之關係。本研究利用教育部公布之教師專業標準，彙整中小學科技領域相關專家共識，從中篩選關鍵專業評估要素，再運用教師在職進修之教育大數據分析，檢視中小學科技領域教師研習訓練課程與專業標準之關係。期透過此教師研習數據分析，輔以專業教師參與在職進修研習活動之學習成效調查，提供教育主管以視覺化的方式檢視教師在職進修課程與教師專業標準之關連性，以及研習成效分析結果，並掌握可能的問題或徵兆，進而擬訂教師研習改善方案，協助教師精進與強化其專業能力，以有效提升教師在職進修專業發展之學習成果。

With the vigorous development of cloud computing and big data technology, how to transform the rich value hidden in the unstructured massive educational data into useful information to promote teaching methods, improve teaching practice, and perfect one’s own professional development is a major challenge facing teachers in the era of big data. Therefore, it is necessary to interpret the relevant in-service training data of teachers’ professional from the perspective of teacher professional development, and clarify the relationship between teachers’ in-service training and teacher professional standards. This study adopted the teacher professional standards promulgated by Taiwan’s Ministry of Education to induce the consensus of relevant experts to screen key professional evaluation criteria, then applied educational big data analysis of teachers’ in-service training data to examine the relationship between in-service training courses and standards of teachers in the field of science and technology in primary and secondary schools. Through the analysis of teachers’ in-service training data along with the survey of the learning effectiveness of teachers’ in-service training, education supervisors are provided with a visual way to review the relevance between teachers’ in-service training and professional standards, and the result of learning effectiveness, to grasp possible problems or symptoms, and then formulate improvement plans of teachers’ in-service training to assist teachers in refining and strengthening their professional abilities, so as to effectively promote the in-service training performance of teachers’ professional development.