|
期刊目錄列表-第三十九期【教育評鑑研究期刊】(115年6月出版) |
|
不適任教師的預防與處理的面向與策略－借鏡同儕協助與審查方案 [詳全文] |
|
作者：張德銳 |
|
刊期：第39期 |
|
摘要： 我國新制教師法中的不適任教師處理才實施滿五年，卻產生諸多亂象，實有必要加以調整修正。在政策上，我國新制教師法主要仿效美國的同儕協助與審查方案，卻忽視了該方案中的不適任教師預防面向；在實務上，我國不適任教師處理也沒有充分遵循其應有的策略。本文旨在探討如何善用同儕協助與審查以改善我國的不適任教師的 預防與處理。本文蒐集相關的資料進行文獻探討，說明同儕協助與審查的內涵與特徵，分析若以同儕協助與審查為鏡，我國宜有的不適任教師預防與處理面向與策略，然後考諸國情，對於我國的制度與實施狀況，提出改革建議。在不適任教師預防上，建議早日完成初任教師導入輔導之立法，建立初任教師評鑑機制，落實教師專業發展實踐方案，鼓勵教師自主學習，善用同儕教練與專業學習社群機制等；在不適任教師處理上，建議改革校園事件處理會議，設置調解的機制，以診斷策略取代調查機制，擴增教師專業審查會的組織與職權，強化同儕協助的功能，設置及培訓專任教學輔導教師，加強教學輔導教師的遴選、培訓與補償，善用教師專業標準與教師評鑑規準等。 關鍵詞：不適任教師處理、不適任教師預防、同儕協助、同儕協助與審查、同儕審查 |
|
|
|
Journal of Educational Administration and Evaluation, June 2026, Vol. 39 |
|
Dimensions and Strategies for Preventing and Managing Incompetent Teachers: Insights from Peer Assistance and Review Programs |
|
Author: Derray Chang Vol.&No.: Vol. 39 |
|
Abstract: Although Taiwan’s revised Teacher Act has been in effect for only five years, its implementation has generated numerous problems and controversies, indicating the need for further policy refinement. The revised Act was largely modeled on the Peer Assistance and Review (PAR) system developed in the United States; however, insufficient attention has been given to the preventive functions embedded in the PAR framework. Moreover, current practices for managing incompetent teachers have not fully reflected the strategies advocated by PAR. This study explores how PAR can be more effectively utilized to strengthen the prevention and management of incompetent teachers in Taiwan. Drawing on a review of relevant literature, the study examines the concepts and key characteristics of PAR, analyzes strategies for preventing and managing incompetent teachers that may be adapted to the Taiwanese context, and proposes reforms to existing policies and implementation mechanisms. To enhance the prevention of teacher incompetence, the study recommends expediting legislation for beginning teacher induction and mentoring programs, establishing evaluation mechanisms for novice teachers, fully implementing teacher professional development initiatives, promoting self-directed professional learning, and strengthening peer coaching and professional learning communities. To improve the management of incompetent teachers, the study recommends reforming School-based Incident Review Committees, establishing mediation mechanisms, replacing investigative procedures with diagnostic approaches, expanding the structure and authority of Teacher Professional Review Committees, strengthening peer assistance functions, appointing and training full-time mentor teachers, improving their selection, preparation, and compensation, and making systematic use of teacher professional standards and evaluation rubrics. The study concludes that a comprehensive PAR-oriented framework integrating prevention, professional support, and review mechanisms may provide a more balanced and effective approach to addressing teacher incompetence while promoting teacher professional growth and educational quality. |
|
Keywords: managing incompetent teachers, preventing incompetent teachers, peer assistance, peer assistance and review, peer review
|