The Study of Teacher Professional Development Policies in the England

• Main Authors: Chiu, Ting - Yin, 邱亭尹
• Other Authors: Chen, I-Ru
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/92601515604836314297

碩士 === 國立暨南國際大學 === 比較教育學系 === 97 === The teacher performance development is one of the important issues in government’s policy. For high quality of teacher and promoting the student’s achievement, our government sets out the evaluation of teacher performance. Due to the international competition, the government in England wants to improve high quality of educational opportunity for children. As a result, the government in England advocates teacher’s professionalism, attempting to emphasize performance management on on-the-job training under centralist management. Based on the analysis of the national and related documents of England government, the research on England’s teacher professional development is summarized as follows: firstly, schools work as a team, collaborating to professionalize in the field. Secondly, teacher professional developments match the on-job training programs in progresses. Thirdly, all units of the teacher professional developments work well with each other. The study emphasizes on professional development of the school administrative staff, the needs of newly teacher and the role of teaching excellent teacher. It is hope the frame of teacher professional development in England would helpful for educational authority in correlation polity with Taiwan.