HKIER

摘要

傳統的教職員發展重視外控、補救、技術知識的灌輸，以及個別的改變，教職員角色流於被動；新興的強調校本、發展、多範疇的成長，以及多層面的改變，教職員角色則主動積極。綜合新的趨勢，本文目的在提出校本教職員發展矩陣的理念，包括不同的效果範疇、主角類別、及發展層面，為教職員發展建立新的理論和實踐基礎，擴展新的教職員發展內涵，而其中協調性原則可作為指導有效推展教職員發展活動的原則。基於發展矩陣，可建立不同層面或不同主角類別的發展循環，以動態形式發展行政人員、教師、及學生，並發展個人、小組、及全校。本文亦論及如何建立有效的教職員發展方案，推動活動。

Abstract

Traditional concepts of staff development emphasize the external control, compensation, transfer of techniques and knowledge, and change of individuals and the role of staff is assumed to be passive. But the new concepts focus on school initiative, development, growth in multiple domains, and change in multiple levels and the role of staff is perceived to be active. Integrating the new trends, this paper aims at establishing a theory of staff development matrix consisting of effect domains, actor categories, and development levels. The theory can provide a new framework for conceptualization and management of staff development in schools and can expand the content of development activities. The proposed principle of congruence sets an important guideline for effective implementation of staff development. Based on the development matrix, different dynamic development cycles can be established at different levels for development of different actors. This paper also discusses how to establish effective staff development program for implementation.