建構我國教師在職進修體系之研究-台中教育大學.docVIP

建構我國教師在職進修體系之研究 楊思偉、高新建、陳木金、魯先華、何針、張淑姬 摘要 師資的良窳是決定教育成效的主要關鍵因素之一。優良師資的培育與發展，是一項持續而多元的專業活動，因此教師在職進修研習也是其中不可或缺的一項。在本研究之研究方法，以文獻分析、文件分析、比較分析、問卷調查與專家諮詢等方式進行。 本論文分析了在職進修之相關理論、教師職涯成長之理論、各國在職進修制度、我國教師在職進修現況分析後，初步訂定了「教師職涯成長階段」、「教師在職進修體系」及「教師職涯成長階段研習內容」等內容，具體建議為1.教師在職進修研習之負責機構包括中央、縣市及學校層級等；2.進修體系依教師年資分五階段實施；3.進修內容訂出七大主軸及相關內容；4.研習內容依職歷、擔任職務分別由負責單位依行政職權實施；5.體系之執行，應修訂相關法律，並由行政機構分工執行及評鑑等。 is a continuous effort in cultivating and developing excellent school teachers. Therefore the in-service professional development is one of the major concerns. To construct a professional development system for school teachers, this study utilizes documentary analysis, comparative analysis, questionnaire, and focused group interview. A preliminary construct has been formulated, including phases of teachers career development, professional development system for school teachers, and content of professional development study in each career phrase, after reviewing related theories in professional development, teachers career development, in-service development programs of major countries and of Taiwan. The suggestions are: a. the organizations responsible for teachers professional development should include central, local (counties and cities), and school levels; b. the professional development system should be divided into five phrases based on teachers career; c. seven main areas and their detailed contents of professional development studies were identified; d. the content of professional development should be based on educational responsibilities and posts and be implemented by those administrative authorities; and e. relative laws and regulations should be revised accordingly, and the system should be implemented and evaluated by those administrative authorities. 建構我國教師在職進修體系之研究 壹、前言 師資的良窳是決定教育成效的主要關鍵因素之一。優良師資的培育與發展，是一項持續而多元的專業活動，因此教師在職進修研習也是其中不可或缺的一項。 長期以來，各界對教育人員的進修分別投以不同程度的關注並辦理各種研習活動。其提供進修機會的單位，至少包括了：師資培育大學、教師研習中心、縣市國民教育輔導團、學校、教育相關學會及教師會、民間團體（如基金會、教育改革團體、家長團體、宗教團體）等等，不一而足。進修研習的性質及內容則至少包括：