A Case Study of Teachers’ Professional Development Evaluation of One Junior High School

• Main Authors: Pen-wen Hsu, 許佩雯
• Other Authors: Chia-cheng Yu
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/y6s7bx

碩士 === 淡江大學 === 課程與教學研究所碩士在職專班 === 104 === This study uses the methodology of case study to explore the teachers’ professionalism development evaluation in a junior high school. The purpose of this study aims to understand the process, effect, and conundrum of the teachers’ professionalism development evaluation imposed in junior high schools. In addition, teachers’ motivation and expectation of participation are also discussed. Via fact-finding observation, interviews, and analysis of the collection of related data, in terms of the research purpose, six conclusions are reached as follows: 1.The main motivations of teachers’ participation of teachers’ professional development evaluation are the need of elevating professionalism and gaining certificates. Companionship and invitation are the second , and the special case of a study community is the reason to participate . 2.The expectations of teachers’ participation of teachers’ professional development evaluation are inclusive of pluralistic professionalism growth, gaining certificates and the principle of volunteering participation. 3.The push of teachers’ professional development evaluation is based on the encouragement of schools’ leaders. Furthermore, school-based evaluations are initiated, and the influence of the leader of a teachers’ team is exerted, and the atmosphere of study companionship is formed. 4.The nature of participation of teachers’ professional development evaluation creates the channel of professionalism dialogues and mutual study, and helps with the improvement of teaching affairs, involving the learning of individuals and inside-school organizations and teams. 5.The conundrums faced by the schools in pushing teachers’ professional development evaluation are as follows: incompleteness of the information of executive operations, and the halt of formal social group operations. 6.The problems faced in teachers’ participation of teachers’ professional development evaluation are as follows: the insufficiency of evaluation professionalism and time, doubt of evaluation’s purpose and effect, and uncertainty of the follow-up professionalism growth mechanism. According to the conclusion, suggestions are proposed for case school, educational administrative bodies, and the following research.