黃嘉莉陳學志王俊斌洪仁進Jia-Li Huang, Hsueh-Chih Chen, Chun-Ping Wang, Jen-Chin Hung2020-09-032020-09-032020-06-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/109757本研究旨在建構教師專業素養與課程基準，並探究其後續之運用，以作為兼顧大學自主發展師資培育課程及國家管制之機制。為達研究目的，本研究透過文獻分析、文件分析、專家焦點座談、關鍵詞擷取系統等方式，建構具有共識的教師專業素養與課程基準之內涵，並提供後續運用之建議，以配合2017 年《師資培育法》的修法。本研究結果建構五項教師專業素養及十項素養指標，以及課程基準的課程類型、學分架構、共同內容與課程條件等內涵。除此之外，本研究也提出師資培育機構後續運用之建議，包括發展師資培育理念以引領課程設計、模組化課程共同內容、系統性設計實踐課程、發展真實評量表現的方法與工具、整體性師資培育系統設計等。Based on the amendment of the Teacher Education Act 2017, this study determinedprofessional standards for teachers and a curriculum baseline for preservice teacher education.Additionally, it provides the principles for designing teacher education curriculum through literatureand document analysis, focus meetings, and keyword extraction. This study proposed 5 professionalstandards for teachers and 10 indicators and curriculum baselines with categories, credits framework,core curriculum, and conditions. Moreover, suggestions were presented for designing teachereducation curriculum, such as utilizing the concept of teacher education to direct the following:curriculum designing, correspondence of the core curriculum toward modularization, practicedesigns from the perspective of teaching students’ learning, assessment methods and tools toevaluate teaching students’ performance, and systemic design of teacher education curriculum.師資培育課程師資職前階段教師專業素養課程基準teacher education curriculumpreservice teacher educationteacher professionalstandardscurriculum baseline