建構國民小學教師專業標準及其應用之研究

Abstract

本研究目的在建構符合當代社會現狀的國民小學教師專業標準內涵，並將教師專業標準內涵對應出適合的教育專業科目，作為將教師專業標準內涵轉化給師資生的媒介，以培養出具有品質保證的師資。 為達成本研究目的，先探討世界主要國家或地區之教師專業標準，形成本研究初步之教師專業標準內涵，以及初步分析國內國民小學師資培育教育專業課程科目之現況。其次，在建構教師專業標準內涵部份，先透過焦點團體座談，由6位專家成員提供意見，形成本研究實施第一回合德懷術問卷調查的內容。又經由19位專家學者組成德懷術諮詢小組，進行兩回合之德懷術問卷調查，收集專家學者對教師專業標準內涵的意見，獲得本研究之國民小學教師專業標準內涵。最後，更進一步依據教師專業標準內涵對應出適合的科目，採用專家效度問卷調查法，由7位專家學者提供意見，獲得國民小學師資培育教育專業課程架構。 依據文獻探討、焦點團體座談、德懷術及專家效度問卷調查結果，本研究獲得以下之結論： 一、國民小學教師專業標準內涵包括專業知能、專業實踐、專業投入等3大向度， 各向度之下總計有12項專業標準及37項專業表現指標。 (一)專業知能向度涵蓋「具備教育基本專業知能」、「具備任教學科或學習領域專門 知識」、「具備學科或學習領域教學知能」等3項專業標準，並有9項專業表現 指標。 (二)專業實踐向度涵蓋「具備課程規劃的能力」、「擁有教學設計的能力」、「熟悉教 學法及實施策略」、「具備評量及診斷學生學習的能力」、「實施有效的班級經營」、「因應學生個別差異進行輔導」等6項專業標準，並有19項專業表現指標。 (三)專業投入向度涵蓋「展現教育專業角色與責任」、「從事教師專業成長及研究」、 「願意協作及發揮個人專業影響力」等3項專業標準，並有9項專業表現指標。 二、師資培育單位規劃的教育專業課程具有彈性及差異性。 三、教師專業標準內涵與國民小學師資培育教育專業課程未完全對應，需再加強 九大類領域課程的廣度及增加七個學科。 四、採取學科及領域雙軌並存方式，規劃國民小學師資培育教育專業課程。 最後，本研究針對教育行政當局及師資培育單位提出建議，作為未來研究相關議題及制訂培育優質國民小學師資政策的參考。

The main purpose of this study is to construct teacher professional standards correlates to current Taiwan society and later apply them to each professional education course appropriately. The quality of teacher thus would be assured through this construction. In order to accomplish the study, teacher professional standards in different major countries or regions and the cases of elementary school teacher education in Taiwan were being investigated and then the primary structure of teacher professional standards was formed. The teacher professional standards of elementary school of this study was obtained by conducting focus-group interview and Delphi technique survey with six experts and also by collecting experts’ opinion through Delphi survey technique group formed by 19 experts. In the final stage, seven experts were asked to participate in the expert validity survey and to propose 58 education courses according to the teacher professional standards obtained. Several conclusions were deduced in regard to the findings from the literature review, focus-group interview, Delphi survey and expert validity survey carried out: 1. The elementary school teacher professional standards include 3 dimensions those are professional knowledge, professional practice and professional engagement. The dimensions have a total of 12 professional standards and 37 professional performance indexes. 2. Some professional education courses arranged or required by each teacher education center are flexible or non-compulsory and optional. 3. The teacher education curriculum for elementary school teacher is somehow inadequate to reach the standard of professional teacher Curriculum provided should be improved and enhanced. 4. The teacher education curriculum for elementary school teacher has to revise. Suggestions are made for the reference of Department of Education of Taiwan and all the teacher education’s units in their relevant studies or in the improvement of teacher education policy-making in the future based on the findings in this study.