臺北市優質學校之個案研究：以專業發展為例

Case Study on Professional Development for Quality Schools in Taipei City

本研究旨在了解獲得臺北市優質學校專業發展獎項之個案學校，其教師專業發展之規劃與推動情況。研究採訪談法，針對個案學校校長、主任及教師共五位進行訪談。研究發現：一、引導參與、背景分析、討論共識及確認計畫乃是個案學校專業發展計畫的規劃策略；二、支持教師並降低教師壓力是個案學校推動專業發展方案的重要策略；三、工作嵌入式專業發展乃是個案學校專業發展之特色；四、個案學校推動專業發展方案能對學生、教師與學校產生正向效益；五、教學輔導與觀念落差是個案學校推動專業發展所遭遇的困境，不過，個案學校都能適切地提供協助並解決。最後，根據研究結論提出相關建議，作為實務推動以及未來研究之參考。

The purpose of this study is to explore how professional development for teachers is planned and implemented at a quality school in Taipei City. The interview research method, which involves a total of five participants, including principal, directors and teachers, is employed. The main findings of this study involves: (1) Guided participation, contextual analysis, consensus-based decision making and planning are the major strategies adopted for school professional development. (2) Providing adequate support and alleviating stress for teachers are key drivers for professional development. (3) Job-embedded professional development is an important feature of professional development. (4) The implementation of professional development can benefit pupils, teachers and school. (5) Teachers who need mentoring and the concept gap pose challenges to school professional development. Nevertheless, the school is able to offer support and overcome the challenge. Finally, the researchers offer some suggestions for practical implementation and future research.