| Summary: | 博士 === 國立屏東教育大學 === 教育行政研究所 === 98 === The Study on Constructing the Indicator of Professional Development Evaluation of Elementary School Teacher --Confucian’s educational thought as the core spirit
Advisor:Dr. Chen, Ching-Ruey
Student: Yeh,Lih-Jiin
Abstract
Based on the basic trait of Chinese culture-- Confucian’s educational thought, the study aimed to construct the new indicators of professional development evaluation of Elementary School Teacher. To achieve the purpose of this study, document analysis was used to explore China''s traditional roles of teacher for inducing the traditional character of Chinese teacher. And then, throughout the nominal group technique (NGT), researcher invited 7 language experts and education experts for holding meetings three times.
After meetings, evaluation indicators were constructing in line with the Confucian tradition and modern society. Finally, compared this new indicators with those indicators implementing in elementary school now, the researcher expected that these new indicators could meet the needs of elementary school teachers. Throughout the implementation of these new professional development indicators, the researcher also hopes to accelerate professional growth of elementary school teachers, meanwhile, avoided the current indicators immigrant from foreign could not suit for Taiwan.
Results of this study were concluded as below:
1. The basic character of Confucianism teacher included the characteristic of mentor and to use good teaching strategies. Confucianism teacher need to have proficiency with Chinese classic book,science, and could exert labor education, to be the model by people.
2. Indicators of teacher professional development evaluation with the core spirit of Confucian thought covered two domains (teacher and mentor), four dimensions (content of the teaching profession, professional attitude, moral character, and mind for the people), 29 goals, 58 indicators.
3.Compared new evaluation indicators with the current evaluation indicators implementing in elementary school teachers, the results were gotten as below:
(1) Both were same as: development history: emphasized teaching with specific step; content of evaluation criteria: (a) emphasized teaching professional knowledge and skills; (b) teaching procedure — from easy to difficulty, from near and far, and progressive.
(2) Both were difference as: development history: (a) the current indicators of the teacher professional evaluation followed the context of Western culture, but Confucianism indicators of teacher professional development evaluation would keep the essence of Chinese traditional culture; (b) content of evaluation — the current indicators of the teacher professional evaluation emphasized teaching techniques, and neglect of teachers lead by example, teaching students, and other aspects of China culture; (c) outcome of evaluation -- the current indicators towards simplification, can be observed, quantified, and summation evaluation; the new indicators emphasized the effects of evaluation was continued gradually. Evaluation criteria: (a)there had different model and rational in these two indicators of professional development evaluation, (b) evaluation of the content — the current indicators of the teacher professional evaluation emphasized teaching techniques, and neglect of teachers lead by example, teaching students, and other aspects of China culture,(c) outcome of evaluation — the current indicators towards simplification, can be observed, quantified, and summation evaluation; the new indicators emphasized the effects of evaluation was continued gradually, (d) there were different evaluation dimensions, (e) there were different evaluation content, (f) the new indicators were customized, localized, but current indicators were generalized, immigrant from foreign,(g) current indicators were retrieved from teaching ability of teachers or dynamic process of teacher teaching, but new indicators of this study were retrieved from the content of teaching and learning, and how to practice in the future.
Keywords: teacher professional development evaluation, evaluation indicators, Confucian’s Educational thought
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