| Summary: | 碩士 === 玄奘大學 === 應用心理學系碩士在職專班 === 106 === The purpose of this study was to understand the influence on special education teachers in Northern Regional elementary/junior high school after they participated in Teacher Professional Development Evaluation. This research used various aspects such as teachers' motivation, participation status, impact levels and perception after participation to explore the ideas and feelings on Teacher Professional Development Support System from special education teachers.
This research adopted the qualitative research method, and main research object were six special education teachers who participated in Teacher Professional Development Evaluation in the Northern Taiwan. The research tools included the interview outline, the checked feedback form from respondents and research notes to do data collection and the check after analysis. According to the finishing analysis, the research obtained the following conclusions:
1. Teacher Professional Development Evaluation was considered with good intention. However, it was easy to drift into conventional pattern, and evaluation results could not be used in teaching. It was also hard for participated Teacher to find the right partner.
2. The influence of Teacher Professional Development Evaluation was multifaceted; however, special education teachers have some reservations about the actual influence about it.
3. In the research, five special education teachers were in favor of the abolition of Teacher Professional Development Evaluation. According to the results of the study, the research provides some advices of the implementation of teachers' professional development support system and the operation of schools.
Keywords：Teacher Professional Development Evaluation, Teaching influence, Teacher Professional Development Support System
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