我國大學教師教學專業發展之探究：現況、成效與挑戰

A Study of the Faculty Development in Higher Education in Taiwan: Conditions, Effectiveness, and Challenges

本研究旨在瞭解我國大學推動教師教學專業發展之現況、成效及挑戰，為達此研究目的，本研究採用文件分析法及實地訪談法蒐集所需資料。首先，本研究蒐集國內118所大學的教學發展中心組織執掌及其所採用之教學專業發展策略相關文件，然後訪談國內獲得5年500億計畫和獎勵大學教學卓越計畫補助大學之教學發展中心主管9位，以及50位任職於不同大學且具不同專業背景之大學教師，瞭解其推動和參與教學專業發展活動之感想。研究結果發現，我國大學皆設有教學發展專責單位，常設立為一、二級單位，多以教學資源中心或教學發展中心為名，組內多設有教師發展及學生學習促進組執行所負責業務。主要配合教育部計畫要求且以其所提供經費推動教學專業發展策略，工作坊和演講、提供教師教學助理培訓及辦理新進教師研習為大學普遍皆會採用之作法。大學推動教師教學專業發展最大的挑戰在於如何讓專業發展活動符合教師需求，且讓教師肯定教學專業發展活動的重要性。目前學校多採鼓勵和強制兩種方式提升教師參與率，推動成效雖較從前好，但能提供的實質助益有限。

The purposes of the study are to explore the conditions, effectiveness, and challenges of carrying out faculty development in Taiwan’s academia. To achieve these purposes, document analysis and interview were adopted as methodology. First, the documents about the strategies and policies of teaching development of all 118 universities in Taiwan were collected and analyzed. Then nine chairmen of the faculty development units and fifty professors in these universities were interviewed to collect their experience carrying out faculty development and opinions of the usefulness of the faculty development training sessions they have attended. The results showed that all universities in Taiwan have established faculty development units as part of their structure. The most commonly used names for these units were “Center for Teaching and Learning Resources” and “Center for Teaching and Learning Development.” Within these units, the most common organizational structure is for handling the affairs of teacher development and student learning. These universities carried out teaching development strategies by following the requirements or suggestions put place by the government’s funding project. The “workshop and seminar,” “new faculty introduction,” and “teaching assistant support” strategies were the strategies that the majority of universities used in their schools. The biggest challenge of universities in carrying out faculty development was how to match the activities to teachers’ needs and help teachers to understand the importance of these activities. Universities tried to use both encouragement and requirements to increase teachers’ attendance rates. The effectiveness of the teaching development activities was ordinary but better than previous activities.