幼兒教育績效品質：一個雙向共榮的「專業發展學校」觀

Accountability in Early Childhood Education: A Professional Development Schools Perspective

本文旨在探討我國幼兒教育績效品質模式的過去與未來。針對國內確保幼教品質的三大機制：幼兒園評鑑、幼兒園教育輔導、園所本位專業發展等議題，透過相關文獻的深入分析，探究前述三大機制的歷史、現況、問題、與未來可能的趨勢。針對幼兒園評鑑制度，研究者提出「專業發展認可模式」，針對幼兒園教育輔導制度，提出「專家在園輔導制度」概念，針對幼兒園園所本位專業成長，提出「雙向共融式的專業發展學校模式」。最後研究者整合前述三項方案研擬全方位的「專業績效品質觀」概念架構，提供決策單位、師資培育機構與學校機構，在規劃未來幼兒園機構評鑑、輔導、園所專業成長、師資培育課程、教育實習上的參考。

The main purpose of this article is to examine the issues concerning the accountability of early childhood education in Taiwan. By reviewing related literature, these writers reflect on three major approaches of quality assurance of early childhood education, namely, accreditation, consultation, and school-based professional development. Adopting the document analysis method, these writers discussed the following issues: the nature and purpose of kindergarten accreditation, consultation, and professional development; the problems encountered during the past years of implementation; and in what ways it can be improved. Some implications and suggestions are generated from the analysis. A brand new perspective of professional effectiveness and quality, the model of 'Professional Development Accreditation System' is proposed to the concerning parties as reference for forming of the new framework of institutional accreditation in Taiwan.