規訓權力的實踐─教師專業發展評鑑

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Title:	規訓權力的實踐─教師專業發展評鑑
Other Titles:	The Power of Discipline: Some Thoughts on the Teacher Evaluation for Professional Development
Authors:	李孟倫 Lee, Meng-lun
Contributors:	公共行政與政策研究所許文柏 Wen-po Hsu
Keywords:	教師專業發展;教師評鑑;規訓權力 Disciplinary power;Teacher professional development;Teacher evaluation
Date:	2011
Issue Date:	2015-01-19 10:12:09 (UTC+8)
Abstract:	邇來，教師評鑑這個議題引發眾多相關研究，但這些研究多聚焦於教師評鑑如何影響教與學，也就是將之視為純粹教育議題，卻少有人意識到在專業發展號召之下的權力運作。這種權力並非刻板印象中透過強制或壓抑來施展，而是一種具有生產性，藉由一套看似無害之技術打造服從又有用的身體，即Foucault所主張的規訓權力。　　　　本研究擬由規訓權力的觀點來回答下列問題：一、教師評鑑中規訓權力機制如何運作？二、教師評鑑帶來何種意識型態效果以取得教師的自願順從？三、教師評鑑的施行帶來怎樣的效果？四、接受評鑑的教師如何回應教師評鑑？　　　本研究發現：在教師評鑑過程中，規訓權力先將空間、人員切割、分類以便於監視，再依據規準進行裁決與改造以生產理想教師。對教師而言，教師評鑑如同一場競賽，因之產生競爭意識，如此有助於提升表現更帶來自願順從的效果。從試辦迄今，教師評鑑已浮現排擠效應、目標錯置、反淘汰與使教師淪為替罪羊等負面效果，上述種種不但危及教師的專業自主權亦將使教師成為客體化的主體。雖然表面上觀察不到反抗行動，但教師並非束手就縛，而是受制於現實因素無法進行全面性的公然反抗因而改採非典型的反抗以回應教師評鑑。　　　　有鑑於教育兼具科學性與藝術性，故欲提升教學品質與學習成果必須使教師的專業與自主得以兩全。本研究之目的不在否定教師評鑑，而在提醒教師及關心此議題者隱藏於其中權力運作的軌跡，讓教師評鑑免於非教育因素的干擾。　　Recently, the teacher evaluation has become a subject of studies worth of attention. Most studies focus on how the evaluation affects teachers’ performance on campus and take the evaluation as the science of assessment. It is little known that the evaluation, as such, is a contested field, bearing witness to how a power structure works on a teacher in the name of enhancing his or her professional development. Most of all, the power does not cause any noticeable oppression; it phases in subtle changes to remodel teachers. This dissertation attempts to reason out through the Foucaulian sense of power/discipline the following questions:　　1. How does disciplinary power come about in the evaluation system? 　　2. What kind of ideology is there in the evaluation to make teachers compliant?　　3. What kind of outcome is there at the end of the evaluation? 　　4. How could teachers who are under evaluation respond to the evaluation?　　　This dissertation discovers that in the processes of evaluation, the disciplinary power comes into effect to generate a set of ruling techniques and relevant criteria. For teachers, the evaluation is like a competition. It makes them competitive, so as to enhance their performance spontaneously. However, problems—e.g. crowding-out effect, displacement of goals, and anti-elimination situation—occur to make the evaluation a complicated matter. The result is far-reaching for the evaluation always holds teachers in check and encroaches on their profession autonomy. Teachers react but, in reality, they have to adopt an atypical approach to resist. All in all, teachers’ profession autonomy should be protected against the manipulation of power in the course of evaluation.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Public Policy Studies)

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