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2017 教育政策與管理國際學術研討會

Analysis and Reflection on the Secondary

School Teachers Evaluation for Profession

Development in Taiwan.

Abstract

The secondary school teacher evaluation for profession development has

been in Taiwan for ten years. Many schools have invested in it. In
order to understand the substantial impact of the evaluation on
teachers, and because of the Ministry of Education announced the
secondary school teacher evaluation for profession development

transition to teachers’ professional support System in October 2016,
the transition of the actual differences in the policy why it is worth
exploring. This article use literature analysis method, during the
implementation of the policy many researchers have done a lot of

research on this policy, in-depth understanding of teachers’ feelings
and ideas of the policy, and put forward many suggestions and
improvements, the policy during the implementation period through the
experts and educational practitioners in the recommendations of the

two amendments. From the results of many researchers, many teachers
have maintained a positive attitude towards the evaluation of teachers'
professional development. Most of the teachers who have participated
in it have indeed promoted the professional development of teachers.

However, the motives and willingness to participate are affected by
the following: the promotion and implementation of the city that
teachers do not understand the policy, increase the workload of
teachers, peer-reviewed it could easily lead to the plight of pressure

and lack of professional evaluation staff, affect the motivation of
teachers to participate in evaluation of teachers' professional
development. The use of evaluation results is also part of the teachers
raised concerns. The teachers’ professional development support

system to reduce or integrate the cumbersome administrative process
and the evaluation of personnel training, to increase the number of
tasks and time to assist teachers in professional development, through
the teaching of leadership teacher mechanism to lead peer teachers

growing up. It is hoped that changes in policy will enable teachers
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