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|Title:||素養導向國教新課綱的師資培育： 國立臺灣大學「探究式─素養導向 的師資培育」理想芻議|
|Other Titles:||Teacher Preparation in Response to Competence-Based Curriculum Reform for K-12 Education: National Taiwan University’s Proposal of Inquiry-Based and Competence-Based Teacher Education|
National Taiwan Normal University
A large-scale curriculum reform for K-12 education that emphasizes the cultivation of core competencies will be launched in 2019. To prepare future teachers for this reform, teacher education institutions (TEIs) are required to restructure their curriculum by 2019 in accordance with the “core competencies for teachers” and “standards for pre-service teacher education” specified by the new Teacher Education Act. “Core competencies” has become a jargon commonly used in discussions of K-12 and teacher education; however, its definition remains unclear. This paper investigated (1) whether a common definition of core competencies exists for both K-12 education and teacher education, and why core competencies have reached their current level of prominence; and (2) how TEIs have restructured their new curriculum to meet K-12 educational requirements. The results revealed that core competencies are defined as functional literacy and transversal competence, linking academic knowledge to real-life experience. Moreover, National Taiwan University proposed a restructuring of the teacher education curriculum based on theoretical reasoning of teacher education. It is believed that clarifying the definition of core competencies and the proposed plan may provoke discussions among educators in TEIs regarding implementing a curriculum reform in 2019 for both K-12 education and teacher education.
|Appears in Collections:||教育科學研究期刊|
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