臺灣博碩士論文加值系統

當今全球的高等教育普遍關注於教師專業發展相關議題，維持大學教育品質的關鍵在於提升教師的素質和教學知能。本研究旨在瞭解目前我國大學提升教師教學專業發展之策略，以及各項策略在學校的運作情況、教師的觀感、目前面臨的困境與挑戰和未來發展趨勢。本研究採用文件分析法和訪談研究法進行研究，以立意取樣選擇獲得教育部「邁向頂尖大學計畫」或「獎勵大學教學卓越計畫」補助且推廣教師教學專業發展較為純熟之三所國立大學和三所私立大學為研究樣本。分別蒐集此六所大學推動教學專業發展活動之相關辦法與文件，並訪談各校教師發展專責單位之行政主管及參與教學發展活動之教師，共十八位受訪者。歸納受訪者意見和各校文件資料進行分析，研究結果發現教師發展專責單位需和各學院的教學單位建立教學發展的夥伴關係，以帶動全校的教師重視教學的風氣，且各項策略活動需要和教師教授的課程結合，較能幫助教師改變教學思維，進而提升教學品質。同時，學校需再思考教師角色與工作平衡之問題，使教師有足夠的時間考量學生的學習狀況，以提升教師參與教學發展活動之動機。未來的發展方向是朝「教師教學知能與教學資源網路化」、「與學院系所合作推動課程改革」及「建立校內教師專業發展制度」三方面發展，以滿足全校教師教學發展的需求。
本研究根據上述結論，針對學校單位、教師發展專責單位、大學教師和後續研究者提出具體可行之建議。

In recent years considerable concern has arisen over the issue of faculty development in global higher education. Promoting faculty development is essential for the success of upholding the quality of education. The purpose of this research is to explore the implementation of teaching development strategies, current issues as addressed by the faculty development services and the future priorities for faculty development in universities in Taiwan. Document analysis and interview method were used for data collection. Three public universities and three private universities formed the sample group for this research. The primary criteria for selecting subjects devoted to faculty development have been funded by “Plan to Develop First-class Universities and “The University Teaching Excellence Program”. Eighteen participants were interviewed, six of whom serves as director of faculty development and six who are faculty members at their respective universities. The conclusions are as follows: (1) Faculty development units need to collaborate with the teaching units of each department to become partners in teaching development, which will help to drive the faculty members to emphasize the teaching culture; (2) Every faculty development program must help faculty members to think differently about teaching in order to promote teaching quality while striking a balance between faculty roles and work which enhances the motivation of faculty members involved in teaching development activities; (3) Faculty members from different professional backgrounds are concerned with the students’ learning conditions; and (4) the new directions for the field of faculty development are in arranging the faculty development data bank on the campus website, working with department chairs for curriculum innovation and building up a sustainable climate of faculty development.
Based on the findings and conclusions of the study, suggestions were made for universities, faculty development units, faculty members and as a possible framework for future studies.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
第四節 研究方法與步驟 7
第五節 研究範圍與限制 9
第二章 文獻探討 11
第一節 大學教師教學專業發展之內涵 11
第二節 提升大學教師教學發展之專責單位與實施策略 22
第三節 美國、英國、澳洲、台灣大學提升教師教學專業發展策略之現況 40
第四節 美國、英國、澳洲、台灣大學提升教師教學專業發展策略之比較 58
第三章 研究設計與實施 63
第一節 研究架構 63
第二節 研究方法與對象 65
第三節 研究工具與研究倫理 68
第四節 研究實施程序 72
第五節 資料彙整與分析 74
第四章 研究結果與討論 75
第一節 我國大學教師發展專責單位各項活動辦法與實施要點分析 75
第二節 我國大學教師發展專責單位之行政環境現況分析 108
第三節 我國大學教師參與教學專業發展活動之現況分析 124
第四節 提升教師教學專業發展策略之綜合討論 137
第五章 結論與建議 143
第一節 結論 143
第二節 建議 148
參考文獻 152
中文部分 152
英文部分 154
附錄一 美國、英國、澳洲之高等教育教育機構名稱與網址對照表 159
附錄二文件資料網址列表 161
附錄三「我國大學提升教師教學專業發展策略之研究」訪談大綱-主管版 164
附件四「我國大學提升教師教學專業發展策略之研究」訪談大綱-教師版 165

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