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摘要：
本文研究目的係為完成規準修訂及探究規準修訂之內涵，聚焦於了解各利害關係人對規準之觀點及其如何有效運用；研究方法是焦點團體與專家諮詢，研究對象是參與規準修訂的三種利害關係人：學者專家、學校代表與教育行政人員；研究工具是修訂規準的四項訪談大綱：「如何加強規準的學習者中心理念？」、「如何力求規準敘述具體明確？」、「修訂規準的價值理念為何？」、「如何有效修訂規準？」。
本研究結果發現：詮釋、多元、民主及教學專業四個核心概念，是促成本次規準修訂完成的關鍵要素。研究結論是針對未來規準的持續修訂與發展，主張利害關係人應具備四項核心要素：規準詮釋能力、具有多元主義的價值理念、應展現民主素養的態度，及以規準引導教學專業。最後針對參與本研究的三種利害關係人提出如何強化核心要素的建議，並期待未來持續地修訂評鑑規準，以引導教學專業，並搭配質量併進之研究，凝聚專業共識，引領教學品質。
關鍵詞：教師評鑑、教師專業發展評鑑、評鑑標準、評鑑規準
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Abstract：
The study explores the revised criteria of teacher evaluation for professional development from October 2011 to April 2012. Three kinds of stakeholders: the educational administrators, professional scholars, and school leaders participate in the study. To emphasize the concept of student-centered learning, strengthen the clarification of the criteria, make the professional consensus, and enhance the knowledge of effective teaching are the reasons for revising the criteria. Focus group and expert consultation are used in this qualitative research study. The findings of the study are framed in four common concepts including interpretation, pluralism, democracy, and teaching professional. The conclusion has contributed to four critical perspectives in the stakeholders’ interpretation ability, pluralism philosophy, democracy proficiency as well as teaching professional for the development of criteria of teacher evaluation.
Keywords：teacher evaluation, teacher evaluation for professional development,
professional standard, professional criteria
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