後教專時代的教師專業發展

與其零碎地改革不如提供學校支持的系統，以確保學校有系統與策略地支持教師的教與學生的學，而非僅是要求教師因應各項挑戰工作（Fullan, 2010）。教育者也要相信：在難題和回應間有一段空間，在這空間裡，我們有自由和能力選擇自己的觀看視角與回應方式，而我們的成長和幸福取決於自己的回應。

本期主編：陳美如／清華大學教育與學習科技學系教授

• 後教師專業發展評鑑時期教師專業學習之省思與展望：工作嵌入式專業學習的觀點 Prospects of Teacher Professional Learning in the Post Teacher Evaluation for Professional Development Era: From the Perspective of Job-embedded Professional Learning
• 後教專時代教師專業成長之個案研究：回到人與學習的核心價值 A Case Study of Teacher Professional Development on Post-teacher Professional Development Evaluation Age: Backing to the People and Learning
• 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
• 教師專業學習社群運作分析之研究：以增進新課綱知能為例 A Study on the Operation of the Teacher Professional Development Communities: Taking the Improvement of the Knowledge of the 12-year Basic Education Curriculum Guidel As An Example
• 中小學校長實施公開授課的作法、挑戰及前瞻 The Practice, Challenges and Prospects of Principal Lesson Study in Elementary and Secondary Schools
• 失落的環節：教師領導者的培育與發展 The Missing Link: Preparation and Development of Teacher Leaders
• 國小校長重建領導之經驗分析 The Study on the Experiences of Elementary School Principals’ Turnaround Leadership
• 國際文憑（IB）課程之趨勢與啟示 Trend and Inspiration of International Baccalaureate
• 瑞典學校治理中的公民及家長參與：校長觀點（下） Principals’ Views on Civic and Parental Participation in School Governance in Switzerland, Vol. 2
• 高教深耕計畫