The case study of the teaching observation in Teacher Profession Development Evaluation

• Main Authors: Chang Yi-Ling, 張懿林
• Other Authors: Yuhtsuen Tzeng
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/08607973866872799171

碩士 === 國立中正大學 === 教育學研究所 === 100 === Abstract The purposes of this study are: 1. To understand the implementation of Teacher Profession Development Evaluation (TPDE) in a local elementary school. 2. To analyze the status of teaching observation in the elementary. 3. To explore the effects of such observation to the teachers involved. 4. To provide suggestion for schools, educational institutes and further researches basing on the conclusion of this study. Case study is adopted to investigate the development process of the teaching observation in TPDE of the elementary school. The data are collected and analyzed mainly by on-site observation, data analysis and interviews. The results are obtained as following: A. The implementation of TPDE includes three phrases in the elementary school, preparation, development and professional improvement. 1. In the preparation stage, the school put efforts in establishing school-based consensus by seminars, professional communication and continuing teaching observation and upgrading professional knowledge and cognition. 2. The development stage went stable. In this stage, the teachers have been cultivated in such competency as the elevation, the interpretation of the results and conduction of the post-evaluation. 3. During the professional improvement stage, teachers have strengthened their capability in teaching and in-depth evaluation. B. The administration team in the elementary school is featured highly proficient, team-work oriented, successful standards transforming, simplified procedure and infusing into school system. 1. The administration team is efficient and effective. 2. The team is profiled as a mutual learning community to upgrading each other’s professional competency. 3. The key points for the success are the transform of the standards, simplification of the procedure and infusion of the evaluation. C. The school indeed carried out the three procedures for the teaching observation 1. Before the teaching observation, partner teachers communicated thoroughly and completely to establish mutual trust. 2. During the teaching observation, the tools were used rightly and the data were recorded rationally. 3. The feedbacks after the teaching observation were completed and presented immediately to foster teachers’ reflection and put into practice. Basing on the results and conclusions of this study, several suggestions have been addressed to the elementary school, the administrative staffs of the educational institutes and the further researches.