美國尊敬教師專業政策（RESPECT）探析

A Policy Analysis of ＂RESPECT＂ Policy in American

10.6423/HHHC.202011_(130).0009

陳宗志(Tzung-Jr Chen)

教師專業政策 ； 教師專業發展 ； 政策分析 ； Teacher Professional Policy ； Teacher Professional Development ； Policy Analysis

學校行政

130期（2020 / 11 / 16）

199 - 216

繁體中文

本文旨在分析美國尊敬教師專業政策，藉由檢視美國尊敬教師專業政策，一方面瞭解美國對於教師專業的重視，一方面也分析其問題，作為台灣教師專業發展相關政策的參考。本文首先探析美國尊敬教師專業政策的發展背景，其發展乃起因於美國學生程度低落以及自沒有孩子落後法案以來對教師專業的尊重。接著，本文探析美國尊敬教師的內容，其主要的內容置於教師職涯發展、合作教學以及現場實習的重要性。最後，本文針對其內容提出優缺點，其主要優點在於實習訓練重視以及教師職涯發展，而其主要問題在於教師專業合作範圍狹隘以及教師職涯晉升標準不清，因此必須要讓教師專業合作範圍跨區化，而教師職涯晉升標準須明確化。

The purpose of the article is to analyze ＂RESPECT＂ policy in American. The article is viewed for the importance of Teacher Professional Development. On the other hand, We discover the problem and let Taiwan take the problem as a reference. First, we investigate the ＂RESPECT＂ policy background. The reason why the ＂RESPECT＂ policy will make is that student achieve is low and the respect on teacher professional development since the No Child Left Behind Act. Second, we review the context of ＂RESPECT＂ policy. We discover that the policy focus on teacher professional career development, practice and collaborative teaching. To sum up, although the ＂RESPECT＂ policy focus on the teacher professional development and practice, there are problem on the policy. One is the scope of collaborative teaching, the other is the standards of teacher promotion are vague. In order to improve the policy, there are some suggestion. Expand the scope of collaborative teaching, Extent the practice training, Make the standards of teacher promotion clear and so on.

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