以信任為教師專業發展評鑑的關鍵因素－以一所小學為例

Trust as a Key to Teacher Evaluation for Professional Development: The Case of an Elementary School

10.6724/ERR.201408_(114).0002

郭昭佑(Chao-Yu Guo)；陳美如(Mei-Ju Chen)

信任 ； 教師專業 ； 專業發展 ； 評鑑 ； trust ； teacher profession ； professional development ； evaluation

教育資料與研究

114期（2014 / 08 / 01）

39 - 60

繁體中文

信任是評鑑能否有意義實踐重要影響因素。本研究提出信任本位評鑑之善意的信任、能力的信任及公正的信任等三個面向。並以一所學校的教師專業發展評鑑經驗為例，分享朝向信任本位的教師專業發展評鑑之實踐理念與策略。最後提出信任本位的教師專業發展評鑑是促發教師經營使能（enabling）社群的契機。這是一個以教師生命開展為目地的評鑑學習之旅，也是幫助教師透過社群的協助能將教學生活過得好的機轉，更是信任本位評鑑可以深植人心，並讓人願意透過評鑑改善處境的主要原動力。

Trust is a key influential factor on whether evaluations can be carried out meaningfully. This study proposes three dimensions of trust-based evaluation-trust of goodwill, trust of competence and trust of justice.It takes the experience of a school's teacher professional development evaluation as an example, which shares the practical ideas and strategies of professional development evaluation trending towards trust-based. This study proposes that the teacher professional development evaluation trending towards trust-based is an opportunity to motivate teachers to manage communities. This is an evaluation learning journey for teacher life development, a turning point for helping teachers live better in their teaching lives via community assistance, as well as a major motivator believing that trust-based evaluations can be deeply rooted in people's minds and making people willing to improve situations via evaluations.

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