教師專業發展評鑑規準其指標及檢核重點權重體系建構之探究

The Construction of the Criteria, Indicators and Weight System of Teacher Professional Development Evaluation

臺灣高級中等以下學校實施教師專業發展評鑑的同時，也訂定了教師專業發展評鑑規準，期間歷經三次的修訂。雖然目前該項評鑑方案已經轉型為教師專業發展實踐方案，但其修訂完成的2016年版教師專業發展評鑑規準，仍可做為教師專業成長的依據。本文採用層級分析法（analytic hierarchy process），建構此套規準的層面、指標和檢核重點權重體系。結果發現，臺灣的中小學教師較重視也較擅長的是直接教學策略，而較忽略間接教學策略、差異化教學及多元評量，故辦理教師專業發展活動時可著重這些項目，而教師專業發展評鑑規準確實可做為評估教師專業成長的依據。

The implementation of professional development evaluation for teachers in primary and secondary schools in Taiwan has also been accompanied by the need to set criteria for teacher professional development evaluation. During the period, it has undergone three revisions, although the program has been transformed into a teacher professional development practice program. The completed 2016 version of the teacher professional development evaluationcriteria can still be used as a basis for teacher professionalism. In this article, an analytic hierarchy process is used to construct this set of criteria, indicators, and check priorities. The results of this study finds that primary and secondary school teachers pay more attention and are more adept at direct teaching strategies than indirect teaching strategies. They ignore the indirect teaching strategies, differentiated instruction and multiple assessments, and the activities of teacher professional development need to emphasize these subjects. The teacher professional development evaluation criteria can be used as a basis for assessing teacher professional growth.