教育學院
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教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。
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Item 國小高年級學生尊重與責任品德評量建構歷程之研究(2013) 薛慶友本研究旨在建構國小學生品德評量的深層理論基礎與具體實施方式，並透過多元評析與反思，以彰顯其教育價值與應用發展的可能性。研究者為達前述目的，分別透過文獻分析、焦點團體、量表發展與行動研究等，針對國小高年級學生尊重與責任品德，進行為期一學期的品德評量，最後又歷經理論回顧、專家學者意見徵詢、教師、家長與學生的問卷與訪談，以及研究者反思等多元評析，故得致主要結論如下：. 一、本研究之品德評量發展是立基「品德教育」與「班級評量」理念，包括符應德育原理、體現品德價值、營造道德社群、縝密計畫安排、融入日常生活、強化道德實踐、回歸班級情境、強調批判思辨、兼顧評量時機、運用多元方法、與呈現質量結果等特點。 二、本研究之品德評量實施涵括「計劃」、「實施」與「回饋」三個階段，並包含「確認品德評量目的」、「擬定品德評量目標」、「界定品德評量範圍與內容」、「決定品德評量時機」、「選擇品德評量方法與工具」、「蒐集、分析和紀錄品德評量資料」、「綜合與運用品德評量結果」，以及「提出品德評量報告」等八大彼此關連且完整之內涵。 三、本研究之品德評量實施前能做好親師生的溝通與師生評量程序的說明與認識；實施歷程則依學期初、學期間與學期末等三個階段不同重點接續進行。學期初評量旨在提供診斷性評量的基礎，蒐集有關學生品德發展的「初步」資料；學期間評量在於提供形成性評量的基礎，蒐集有關學生品德發展「變化情形」的資料；學期末評量在於提供總結性評量的基礎，蒐集有關學生品德發展「改變情形」的資料。 四、本研究之品德評量實施歷程的特色與優點能夠發揮「評量為學習」的諸多功效，包括檢視、反省、提醒、督促、改進、遷移、溝通等功能。 五、本研究之品德評量實施歷程的限制與不足，乃受到學生品德價值體認不夠、外力干擾（如家長體罰）、評量過程費時費力、學生行為問題處理不易、學生偏差行為改善有限、與內外部溝通（師生、親師或親子之間）仍待提升等因素影響所致。 六、本研究之品德評量未來持續推展之關鍵，包括：（一）評量參與者須體認品德評量本質，既是鉅觀（關注學生成長過程中的道德發展）亦是微觀（觀察學生在班級生活中的道德言行）的工程。（二）改變品德評量思維，導正以分數評價個人品德好壞的迷失。（三）樹立基層教師專業，改善過去為人詬病的品德評量做法。（四）檢討品德評量實施方式，如評量歷程能深化品德評量概念、建立清楚明確的評量行為準則等。（五）營造學校或班級成為道德社群，透過各式課程或活動推動品德教育。（六）尋求家長支持配合，協同參與品德評量的實施過程。 根據前述結論，研究者針對教育行政單位推動品德教育、教師進行品德評量，以及進一步研究分別提出若干建議。Item Supporting teachers' reflection and learning through structured digital teaching portfolios(John Wiley & Sons Ltd, 2009-08-01) Sung, Y. T.; Chang, K. E.; Yu, W. C.; Chang, T. H.Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment – as shown by their implementation of it – improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.Item Supporting teachers’ reflection and learning through structured digital teaching portfolios(Wiley-Blackwell, 2009-08-01) Sung, Y. T.; Chang, K. E.; Yu, W. C.; Chang, T. H.Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment – as shown by their implementation of it – improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.