Research on the Planning, Execution and Argumentation of the Professional Development Evaluation Policy of Primary and Secondary School Teachers in Taiwan.

• Main Authors: NI,SHIH-FENG, 倪士峯
• Other Authors: YANG,YING-HSING
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/t72k54

博士 === 國立臺中教育大學 === 教育學系 === 106 === The planning process of education policy is not completely rational and perfect, and the policy of formal implementation may not be satisfactory as a result of the need to balance the needs of various policy stakeholders. The purpose of this study is to take the teacher professional development evaluation policy as an example to explore the application of public policy theory in policy planning, implementation and policy argumentation of the policy. Conduct research on qualitative analysis methods such as document analysis and interviews, through analysis of the Legislative Yuan, the minutes of the Ministry of Education, website materials and media information of the public hearings, as well as interviews with officials of the Ministry of Education, assistants of public opinion, scholars and experts, and parent groups. Teacher groups and grassroots primary and secondary school administrators and teachers explore the planning methods, implementation process and policy argumentation model of teacher professional development evaluation policy, and obtain the following conclusions: 1. Reasons for the formation of teacher professional development evaluation policy In order to deal with the problems of primary and secondary school performance, such as flooding and dissatisfied teachers, the issue of policy is unresolved; 2. multi-modal and progressive mode for policy planning; 3. policy implementation is divided into central level, local level and school level, and adopted The top-down and bottom-up modes are parallel; 4. The teacher's professional development evaluation policy demonstration mode, the Ministry of Education, parent groups and teacher groups all adopt the explanatory mode, while the parent group and the teacher group adopt the value criticism mode at the same time; 5. Teacher professional development evaluation policy, in 2005 and 2013, the teacher was forced to accept evaluation The proposal included in the draft amendment teacher, and sent to the Legislative Yuan for consideration, all ended in failure; after 6 secondary teachers 'professional development evaluation after evaluation streamline check its nuclear program, restructuring in 2017 for teachers' professional development support system. Based on the conclusions of the above research, the researcher proposes research recommendations for the relevant administrative agencies to formulate educational policy references in the future.