期刊目錄列表-第三十八期【教育評鑑研究期刊】(114年12月出版)

我國教師同儕教練實徵研究之綜合性分析 [詳全文]

作者：張德銳

刊期：第38期
日期：2025年12月
頁碼：1-32
DOI：10.6866/JEAE

摘要：

本研究的目的在分析我國教師同儕教練既有研究結果的全貌，然後就國內在教師同儕教練的研究缺口，提出一些改善建議，以利我國教師同儕教練理論體系之建構。本研究採「研究綜合性分析」中的敘述性評論和計數方式。研究對象為國內18 篇同儕教練實徵性期刊論文與碩博士論文。研究結論如下：（1）國內同儕教練之研究，多以教師為對象，關注其專業發展。（2）在研究方法上，以行動研究、個案研究、質性研究、問卷調查為主；在論文性質上多為碩博士論文。（3）教師對同儕教練的認同度高，但實施程度不高。（4）同儕教練活動大多是自願參與的，其組成大多採同儕小組。（5）同儕教練的要素，大多兼具協作型工作與正式教練。（6）同儕教練的內容聚焦於「教學問題」、「教學策略」和「班級經營」等教學實務。（7）同儕教練的成效主要在促進教學省思、訓練轉移、教師專業成長等。（8）同儕教練的實施困境主要係時間不足。（9）同儕教練的影響因素主要為教師的信念與意願、同儕教練的培訓、時間的安排、教練教師的投入與領導等。根據研究結論，在研究對象、研究方法、研究主題及內容等三方面，提出未來研究的建議。

關鍵詞：同儕教練、教師文化、教師培訓、教師專業成長、綜合性分析

Journal of Educational Administration and Evaluation, December  2025, Vol. 38

A Synthetic Analysis of Empirical Research on Teacher Peer Coaching in Taiwan, ROC

Author: Derray Chang

Vol.&No.: Vol. 38
Date: December 2025
Pages: 1-32
DOI: 10.6866/JEAE

Abstract:

This study examines the overall landscape of research on teacher peer coaching in Taiwan and identifies critical gaps in the current literature. Using narrative review and vote-counting methods within an integrative research synthesis framework, 18 domestic empirical studies, including journal articles and graduate theses, were analyzed. Findings indicate that most studies focus on teachers as primary participants and emphasize professional development. Predominant methodologies include action research, case studies, qualitative research, and questionnaires, with most studies originating from master’s or doctoral theses. Teachers generally express high acceptance of peer coaching, though actual implementation remains limited. Peer-coaching activities are largely voluntary, typically organized in small peer groups, and often combine collaborative work with formal coaching structures. Content primarily addresses instructional practice, including teaching issues, strategies, and classroom management. Reported outcomes include enhanced instructional reflection, training transfer, and professional growth. Key challenges involve insufficient time, while influential factors comprise teachers’ beliefs and willingness, training quality, time allocation, and coaching teacher engagement and leadership. Based on these findings, future research should consider participant selection, methodological approaches, and research topics and content to further develop a coherent theoretical framework for teacher peer coaching in Taiwan.

Keywords: peer coaching, teacher culture, teacher training, teacher professional development, synthetic analysis