加州初任教師支持與評量制度之研究

A Study on California's Beginning Teacher Support and Assessment

黃嘉莉
Jia-Li Huang


所屬期刊： 第5卷第1期 「師資培育」
主編：大同大學通識教育中心講座教授
歐用生
系統編號： vol016_05
主題： 師資培育
出版年份： 2009
作者： 黃嘉莉
作者(英文)： Jia-Li Huang
論文名稱： 加州初任教師支持與評量制度之研究
論文名稱(英文)： A Study on California's Beginning Teacher Support and Assessment
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數： 34
中文關鍵字： 導入階段;初任教師支持與評量制度;加州;教師形成性評量
英文關鍵字： induction;Beginning Teacher Support and Assessment;California;formative assessment for teacher
服務單位： 銘傳大學師資培育中心暨教育研究所
稿件字數： 32313
作者專長： 師資培育、西洋教育史、教育社會學、教師專業社會學
投稿日期： 2009/2/6
論文下載： pdf檔案icon
摘要(中文)： 本文旨在透過文件與文獻分析，瞭解加州初任教師支持與評量制度（BTSA）的發展及其成效。隨著關注教師素質與改革教師證照制度的歷史，加州便於1988年開始進行新教師計畫，以提高教師留任率，經過1998年SB2042法案，確立兩層級取得教師證照制度，初任教師支持與評量制度的導入階段有其法定地位。初任教師支持與評量制度的完善，有賴核心文件的引導與形成性評量系統的評估。根據相關研究指出，初任教師支持與評量制度有助於初任教師對於教學工作的自信與滿意，對教學工作也較為投入。然而，面對加州長期以來學生學業成就不佳、合格教師留任率低等問題，除有賴初任教師支持與評量制度繼續運作外，還必須對教師工作與環境進行整體性規劃。
摘要(英文)： This paper aimed to understand California’s Beginning Teacher Support and Assessment (BTSA) induction program by documents and references review. On the development of reform for teacher quality and teacher education, California began new teacher project in 1988. 1998 SB2042 built two level teacher credential made BTSA in statuary status. The success of BTSA relied on two core documents and formative assessment system. According researches BTSA improves new teacher retention and makes beginning teachers become more confident and comfortable, develop a level of career satisfaction and commitment to keep them teaching, strengthen teacher practice, and improve student learning. California government needs to design a comprehensive and system of teacher policy to solve problem of low student achievement and turnover of qualified teacher by study results.
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