專業標準本位中等技職教育師資職前教育課程規劃之探究
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2014
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近年來，我國開始推動專業標準本位師資培育政策，透過研訂國家層級教師專業標準，統攝所有師資培育政策規劃，以提升教師素質。本研究主要以我國國家層級高級職業學校教師專業標準為基礎，探討專業標準本位中等技職師資職前教育課程規劃方向及內涵，以提供師資培育相關單位之參考。首先，了解中等技職師資職前教育課程規劃的現況與困境，為後續規劃課程之基礎；次者，分析高級職業學校教師專業標準內涵，並探討轉化為中等技職師資生專業能力之歷程及成果；再者，探討專業標準本位中等技職師資職前教育課程規劃方向及實施策略；最後，具體規劃專業標準本位中等技職師資職前教育專業課程架構及內涵。
本研究主要以質性研究取徑為主，量化研究為輔蒐集研究資料。以文件分析方式，分析36所培育中等技職師資培育之大學課程規劃，並透過個別訪談15位中等技職師資教育利害關係人、6場次中等技職師資教育利害關係人焦點團體訪談及54位高職教師問卷調查方式，共同探究本研究之目的。根據研究結果，獲致以下結論：
一、現行師資培育之大學師資職前教育課程規劃相似，大多忽略中等技職師資培育的差異性及特殊需求，致使中等技職師資職前教育課程規劃呈現多重困境。
二、參照高職教師專業標準，最後建構中等技職教育師資生專業能力涵括7大專
業能力及20項專業能力指標，並將專業能力內涵區分為能力建立或覺知層次。
三、以能力取向建構專業標準本位中等技職師資職前教育課程，落實師資培育致用理念，具體規劃師培課程內涵及實施策略，並有效整合相關課程，使師資生獲得有意義的學習經驗。
四、以課程模組取代傳統科目導向規劃，專業標準本位中等技職師資職前教育專業課程規劃涵括三大課程模組、六大課程類別及23門課程建議，並清楚定義各課程模組欲培養的專業能力。
最後，根據上述研究結論，提出對我國師資培育之大學、中等技職學校、教育行政機關與未來研究之相關建議。
In recent years, Taiwan has started to promote the professional standard-based teacher education policy, and set national teacher professional standards to guide teacher education policy. The main purpose of this study was to explore the professional teacher standards for secondary technical and vocational teacher education and to understand how the standards can be applied in the design of pre-service teacher education program. Firstly, this study aimed to understand the current issues and challenges of the curriculum planning for secondary technical and vocational pre-service teacher education program. Secondly, this study analyzed the contents of professional teacher standards for secondary technical and vocational education, and explored how to translate the standards as well as the performance indicators into the professional competences for pre-service teachers. Finally, this study investigated the direction and the strategies of professional standard-based curriculum planning for secondary technical and vocational pre-service teacher education program, then an exemplary actually constructed. Basically, this study was qualitative-oriented, but with some supplementary quantitative data. This study first examined the curriculum structure of the secondary technical and vocational pre-service teacher education of 36 universities through the method of documentary analysis. Then, this study gathered opinions through interviewing 15 stakeholders, holding 6 focus groups interviews, and a surveying 54 vocational high school teachers. Based on the data analysis, the findings were as follows: (1) The curriculum planning of pre-service teacher education of the universities were similar. Most of them underestimated the diversity and specialty of the secondary technical and vocational teacher education, which causes the various problems for the curriculum planning. (2) There were 7 professional competences and 20 professional indicators constructed for pre-service teachers. The professional competence was divided into levels of capacity building and awareness. (3) The professional standard-based curriculum planning for secondary technical and vocational pre-service teacher education program should be competence-based and practical-oriented. The contents and strategies of the curriculum planning should be explicit, and be integrated with different teacher education program, in order to provide meaningful learning experience for pre-service teachers. (4) The exemplary curriculum structure developed in this study was composed with 3 modules, 6 curriculum categories and 23 subjects’ suggestion, which can be substituted for the subject-oriented curriculum planning for secondary technical and vocational pre-service teacher education program. Finally, based on the conclusions, suggestions were provided for teacher education, secondary technical and vocational education schools, education authorities and as well as for future studies.
In recent years, Taiwan has started to promote the professional standard-based teacher education policy, and set national teacher professional standards to guide teacher education policy. The main purpose of this study was to explore the professional teacher standards for secondary technical and vocational teacher education and to understand how the standards can be applied in the design of pre-service teacher education program. Firstly, this study aimed to understand the current issues and challenges of the curriculum planning for secondary technical and vocational pre-service teacher education program. Secondly, this study analyzed the contents of professional teacher standards for secondary technical and vocational education, and explored how to translate the standards as well as the performance indicators into the professional competences for pre-service teachers. Finally, this study investigated the direction and the strategies of professional standard-based curriculum planning for secondary technical and vocational pre-service teacher education program, then an exemplary actually constructed. Basically, this study was qualitative-oriented, but with some supplementary quantitative data. This study first examined the curriculum structure of the secondary technical and vocational pre-service teacher education of 36 universities through the method of documentary analysis. Then, this study gathered opinions through interviewing 15 stakeholders, holding 6 focus groups interviews, and a surveying 54 vocational high school teachers. Based on the data analysis, the findings were as follows: (1) The curriculum planning of pre-service teacher education of the universities were similar. Most of them underestimated the diversity and specialty of the secondary technical and vocational teacher education, which causes the various problems for the curriculum planning. (2) There were 7 professional competences and 20 professional indicators constructed for pre-service teachers. The professional competence was divided into levels of capacity building and awareness. (3) The professional standard-based curriculum planning for secondary technical and vocational pre-service teacher education program should be competence-based and practical-oriented. The contents and strategies of the curriculum planning should be explicit, and be integrated with different teacher education program, in order to provide meaningful learning experience for pre-service teachers. (4) The exemplary curriculum structure developed in this study was composed with 3 modules, 6 curriculum categories and 23 subjects’ suggestion, which can be substituted for the subject-oriented curriculum planning for secondary technical and vocational pre-service teacher education program. Finally, based on the conclusions, suggestions were provided for teacher education, secondary technical and vocational education schools, education authorities and as well as for future studies.
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專業標準本位師資培育, 中等技職教育師資, 師資職前教育課程, 能力建立, 課程模組, professional standard-based teacher education, secondary technical and vocational teachers, pre-service teacher education program, capacity building, curriculum module