本研究旨在從教師看待工作的優先性、工作時間投入及教師升等指標內涵探討我國 高等教育重研究輕教學的現象，以及此現象對於教師參與教學專業發展所產生的影響， 並進一步探究於我國高等教育納入教學學術研究概念以設置教學升等進路之適切性。為 達此研究目的，將採用問卷調查法、文件分析法及訪談法蒐集所需資料，分兩年進行。 第一年調查大學教師對於教學、研究、服務和輔導各項工作的優先性、工作時間投入， 及對於參與教學專業發展策略的看法，同時蒐集國內大學升等指標之項目比重。將上述 資料進行交叉分析，以瞭解升等酬賞制度與教師看待工作的優先性、時間投入及參與教 學專業發展之間的關係。第二年深入瞭解英國、美國和澳洲的大學所推行之以教學學術 研究為基礎的教學升等進路，並諮詢國內高等教育專家學者與實務主管，瞭解於我國採 用教學學術研究作為教學升等進路之適切性。最後提出我國高等教育發展教學專業政策 之建議。 The purpose of this study is to explore the phenomenon that research has priority over teaching in higher education, and how this affects faculties’ willingness to join teaching development activities. Moreover, this study will explore the ability to promote teaching excellence based on the scholarship of teaching and learning. To achieve this, the research methods of interview, questionnaire, and document analysis will be adopted. The study will be carried out for two years. In the first year, a questionnaire will ask the faculties from several universities in Taiwan what their priorities are regarding teaching and research, with special emphasis on the time they give to teaching and research and their opinion of it. Then, the documents of promotion of different universities will be analyzed. All the data collected above will be analyzed together to explore the relationship between reward system, work priority, time involvement and teaching development engagement. In the second year, promoting teaching excellence of universities in America, the United Kingdom and Australia would be collected and interviewed. The educational leaders in Taiwan will be consulted concerning the suitability of the teaching excellence promotion method implemented in Taiwan. Finally, the study will propose several suggestions to build up the teaching development system in Taiwan.
