| Abstract: | 本研究旨在探討國內外主要大學教師教學專業發展策略之內涵與實務，並分析國內外實務做法之異同。本研究採用文件分析法，以世界大學排名系統為基礎，選取北美洲、歐洲及亞太地區前百大的大學，以及我國受頂尖大學計畫及教學卓越計畫補助的大學各15所，共60所國內外大學為樣本。研究發現工作坊與研討會的辦理、教學專業資訊的提供為各大學最普遍採用的教學專業發展策略。北美洲的大學較重視個別教師諮詢服務與教學研究經費；歐洲的大學首重教學專業課程；亞太地區較重視教學優良教師的獎勵與教學專業課程；國內大學最常採用教學優良教師的獎勵，以及人力、技術及經費支援兩類策略，較偏重於單次、短期的團體共同參與方式，且設置教學成長團體的比率高於其他國家，但在教學專業課程與教學研究經費兩類策略的採用比率低於其他國家。最後提出若干建議供我國大學未來發展教學專業發展策略方向之參考。
The purpose of this study was to explore the theory and practice of teaching professional development strategies of universities around the world. To achieve this purpose, this study adopted the document analysis method and sampled universities based on the Times Higher Education world university rankings. Each of the top fifteen universities of North America, Europe, and Asia-Pacific were selected as the international sample universities; a total of sixty subject universities. Fifteen universities in Taiwan were also selected as the national sample universities. The main findings of the study include: (1) The most prevalent strategies that the universities used were “teaching and learning information”and “workshop and seminar”; (2) The universities in North America placed an emphasis on “teaching consultation”and”grant and founding”; (3) The universities in Europe preferred the teaching development certification programs; (4) The universities in Asia-Pacific put more effort on “teaching excellence award” and “teaching development programs”; and (5) The most prevalent strategies that the universities in Taiwan used were “teaching excellence award” and “manpower, technology, and finance”. When comparing with other universities around the world, the teaching research grant and teaching development certification programs were not sufficient for Taiwanese universities, but more Taiwanese universities adopted teaching development group as the teaching development strategies than the ones in other countries. |
