期刊目錄列表-第三十七期【教育評鑑研究期刊】(114年6月出版)

我國教師自我評鑑實徵研究結果綜合性分析 [詳全文]

作者：張德銳

刊期：第37期
日期：2025年6月
頁碼：29-68
DOI：10.6866/JEAE

摘要：

教師自我評鑑係教師評鑑的重要方法之一，用以促進教學省思與教師專業發展。然國內在這一方面研究結果相當的有限，亟待加強研究。為未來的研究計，很有必要將國內已累積的研究成果做綜合性分析並與國外的研究成果做比較，以策勵未來的研究方向。本研究主要採「研究綜合性分析」中的敘述性評論和計數方式，搜錄了17篇國內有關教師自我評鑑的實徵研究，並從研究對象與研究方法、以及教師自我評鑑的規準、策略、評鑑結果與準確度、實施成效、實施困境與影響因素等六個部份，加以探討分析既有研究發現，然後與國外研究結果做比較，最後做出結論並就未來研究與實務推動等方面提出建議。研究結論如下：（1）國內教師自我評鑑之研究，以問卷調查和訪談為主。（2）在評鑑規準上，除課程與教學、班級經營之外，國內的規準較強調教師品格、敬業精神與態度、校務參與，而與國外所強調的教育科技、教師領導、學校和社區合作等有所不同。（3）在評鑑策略上，國內多以教師自評表為主，較乏國外所重視的第三者協助之策略。（4）在評鑑結果上，國內外的教師對於自己的專業表現的評價，皆處於良好的程度，惟教師自我評鑑容易出現評分寬鬆現象，以致影響其準確度。（5）在評鑑成效上，國內外研究皆支持教師自我評鑑對於教學省思、教師專業成長、教學效能、學校效能皆有效益。（6）在評鑑困境上，國內的實施困境主要在於缺乏準確有效的規準和工
具、時間的缺乏、教育資源的不足，而國外的困境主要在作為總結性評鑑所帶來的緊張和壓力。（7）教師自我評鑑的實施和結果會受到教師個人因素、學校情境因素、社會文化因素的影響。

關鍵詞：教師自我評鑑、教師專業成長、教師評鑑、教學省思、綜合性分析

Journal of Educational Administration and Evaluation, June 2025, Vol. 37

A Synthetic Analysis of Research Results of Teacher Self-evaluation in Taiwan, ROC

Author: Derray Chang

Vol.&No.: Vol. 37
Date: June 2025
Pages: 29-68
DOI: 10.6866/JEAE

Abstract:

Teacher self-evaluation is a vital component of teacher evaluation, designed to enhance instructional reflection and promote professional development. However, empirical research on this topic in Taiwan remains limited, indicating a pressing need for further investigation. To inform future research and practice, this study conducts a synthetic analysis of existing domestic studies and compares them with international findings. Adopting narrative review and vote counting methods, this study analyzes 17 empirical studies on teacher self-evaluation in Taiwan. The analysis focuses on six key areas: research subjects and methods, evaluation criteria, strategies, results and accuracy, effectiveness, and implementation challenges and influencing factors. The results show that: (1) domestic studies primarily use questionnaires and interviews; (2) evaluation criteria in Taiwan emphasize teacher character, professional commitment, and school participation, whereas international standards focus more on
educational technology, teacher leadership, and school-community collaboration; (3) Taiwanese studies tend to rely on self-report forms, with less emphasis on third-party support strategies commonly used abroad; (4) both domestic and international teachers rate their performance positively, though scoring leniency may compromise accuracy; (5) studies consistently affirm that self-evaluation supports instructional reflection, professional growth, teaching effectiveness, and school performance; (6) implementation challenges in Taiwan include lack of valid tools, limited time, and insufficient resources, while international challenges are often related to stress from summative evaluation; (7) the implementation and outcomes of teacher self-evaluation are influenced by individual, institutional, and sociocultural factors. Recommendations for future research and practice are provided accordingly.

Keywords: teacher self-evaluation, teacher professional development, teacher evaluation, teaching reflection, synthetic analysis