A Case Study on Teachers’ Professional Development Evaluation in Taichung Sunlight Elementary School

• Main Authors: CHANG, TUAN-CHI, 張端琪
• Other Authors: YANG, YING-HSING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/nw98n5

碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 107 === The purpose of this study is to understand the background, development process, dilemmas and solutions of the teacher evaluation for the professional development in Sunshine Elementary School (pseudonym), and the impact on teachers after participating. The study adopts a case study method, which supplementing by interviews with the principal and teachers, and analysis of relevant documents. The major findings are as follows: (1) the background is in response to the educational trend, the promotion of the education authorities, the support of the principal and the director, needs of professional growth for teachers, harmonious of the school atmosphere, and the cooperation of the new teachers; (2) the course of practice is: planning and revising the assessment process, arranging workshops, evaluating indicators, screening the key points, conducting trilogy of teaching observation, adjusting teaching style, and inspecting the deficiencies of the improvement plans; (3) the difficulties encountered: some teachers are passive participation and also confused by the process. Moreover, the documents are not easy to fill out, discussion and observation time is difficult to arrange, and cannot reach consensus on the teaching methods or processes. The unstable policies cause the school to be at a loss; (4) the strategies include: inviting the counsellors from Compulsory Education Advisory Group to assist, and continuing to guide and promote, merging the work to reduce the burden on teachers, increasing the time for preparing lessons, using simple observation schedule and arranging the discussion time ahead of time, as well as establishing a teacher’s professional community; (5) in addition to prompting teachers to reflect, the evaluation enhances teachers' professional knowledge and friendship, also raising school’s prestige and obtaining parents' support; (6) most of the teachers approve of conducting the evaluation, but hope to simplify the process. Based on the findings, approaches to the educational administrations, the school, and the teachers are suggested.