探索教育教師專業能力指標建構之研究-以雙北地區私校為例

Abstract

本研究旨在建構探索教育教師專業能力指標，以文獻分析法擬出能力指標問卷初稿，邀請十位探索教育相關領域專家包含大學學者與雙北地區執行探索教育之私立學校的學校代表，進行兩回合「德懷術」與一回合「層級分析法」，分析建構出專業能力指標三大項度、12項層面與43項指標及各指標之權重關係。本研究分析結果之重要程度為專業態度（50%）、專業能力（30%）與專業知識（20%）三大項度：一、專業態度各指標重要性排序：「自我省思能力」（27%）、「人際互動能力」（26%）、「自我成長能力」（24%）與「情感認知」（23%）。二、專業能力各指標重要性排序：「戶外冒險相關課程執行執行能力」（31%）、「課程執行能力」（28%）、「引導反思能力」（25%）與「戶外冒險課程專業證照」（16%）。三、專業知識各指標重要性排序：「課程執行與學生狀況」（39%）、「戶外冒險相關課程設計」（22%）、「課程設計」（22%）與「課程教具與器材」（17%）。最後根據研究結果，提供在學校之教育現場的教師能力有明確的提升方向及未來研究者相關建議。This research aimed to construct indicators for the professional competency indicators for adventure education teacher. The first draft of the competency indicator questionnaire was drawn up utilize literature analysis. The ten experts in the field of adventure education, including university scholars and school representatives from private schools that implement adventure education in private schools, were invited to participate in this study. The importance of analysis results of this study was based on conducting two rounds of the" Delphi technique " and one round of the " Analytic Hierarchy Process ". The analysis results of this research show three objects of professional ability indicators, 12 levels, 43 indicators, and the weight relationship of each indicator. The importance of the analysis results of this study is three major items: professional attitude (50%), professional ability (30%), and professional knowledge (20%): First, the indicators of ranked in order of professional attitude: "self-reflection ability"(27%), "interpersonal interaction ability" (26%), "self-growth ability" (24%), and "emotional cognition" (23%). Second, the indicators of ranked in order of professional ability: "Outdoor Adventure Course Execution Ability" (31%), "Course Execution Ability" (28%), "Guide Reflection Ability" (25%), and "Outdoor Adventure Course Professional Certificate" " (16%). Third, the indicators of ranked in order of professional knowledge: "Course implementation and student status" (39%), "Outdoor adventure-related curriculum design" (22%), "Course design" (22%), and "Course teaching aids and equipment" (17%). According to the result of this study, the researcher believes that the assessment modules are able to benefit the teachers who are specialized in the relevant teaching fields.