Prospects of Teacher Professional Learning in the Post Teacher Evaluation for Professional Development Era: From the Perspective of Job-embedded Professional Learning
Teacher Evaluation for Professional Development has been implemented as pilot experiments in Taiwan since 2005. It was later transformed into Teacher Professional Development Practice Program for Teachers in 2016. This paper aims to elaborate the transformation and development of teachers’ professional learning in the post teacher evaluation for professional development era. First of all, it analyzes the implementation and its problems or difficulties on teacher evaluation for professional development. Second, it elucidates the related concepts of job-embedded professional learning for teachers. Lastly, it addresses the prospects of teachers’ professional learning in the post teacher evaluation for professional development era, and comes up with several suggestions as follows: (1) paying attention to classroom-based student learning; (2) establishing systems of differentiated professional growth and development for teachers; (3) emphasizing peer collaboration, instructional reflections and feedback; (4) having professional dialogues by utilizing students’ learning data; (5) stressing instructional inquiries and application; (6) combining public instruction with lesson preparation, observation and briefing; and (7) putting condition support into practice in order to enhance the effect of teacher growth.
|關鍵詞||工作嵌入式專業學習、後教師專業發展評鑑時期、教師專業發展、job-embedded professional learning、post teacher evaluation for professional development era、teacher professional development|