林振春陳文珊2019-08-292010-7-172019-08-292009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0693020186%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92401本研究旨在建構臺北市社區大學新住民課程教師專業知能指標。本研究之目的，首先依相關文獻探討社區大學現況、成人教師專業素養之相關研究以及新住民教師專業素養相關理論，在綜合、分析、歸納而後建構社區大學新住民課程教師專業素養之內涵，並據以發展為初步專業素養指標概念架構。其次，本研究之研究方法採德惠法，依專家小組成員兩次往返之意見修正與檢視，建構出台北市社區大學新住民課程教師專業知能指標。最後，本研究提出具體建議，期能提供政府教育單位、台北市社區大學、新住民課程教師與後續研究者建議參考。研究結論如下： 一、研究中採用德惠法，經由二十五位專家小組成員兩次往返之修正與檢視完成指標之建構。 （一）本研究所建構之「台北市社區大學新住民課程教師專業知能指標」 共分為三個主構面、十個次構面與三十八項能力指標。 （二）主構面包含：多元文化素養、成人教育專業知能與新住民專業知 能等三個主構面。 （三）次構面包含：具備多元文化教育素養、具備本國文化背景知識、具備新住民母國文化背景知識、課程規劃能力、教材編選能力、教學技巧運用、學習評量方式、瞭解新住民學習心理、瞭解新住民生活適應、具備協助新住民運用社會資源的能力等十項能力項目。 （四）專業知能指標：包含三十八項指標項目。 二、本研究之建議如下： （一）對政府教育單位的建議 1.建立對社區大學新住民課程教師證照之認證。 2.發展社區大學新住民課程教師師資培育課程。 （二）對台北市社區大學的建議 1.參考本研究建構之指標，規劃新住民課程教師甄選、考核、聘任之參考。 2.透過定期辦理新住民相關學研討會工作坊，提昇新住民課程教師專業能力。 3.定期辦理教師教學評鑑，建立教學回饋制度。 4.建立教師人力資源庫，進行人力資源共享。 （三）對新住民課程教師的建議 1.本研究所建構之指標，作為教師自我檢視專業素養之參考。 2.依據指標發現本身不足之處，進一步加強專業進修與成長。The purpose of this study is to construct the professional competency indicators for new Immigrants’ teachers in Taipei Community College. First of all, literature review were adopted to investigate the status of community colleges, the relative studies of professional competency of the adult teacher and new Immigrants’ teacher, after synthesizing ,analyzing and concluding the contents of professional competency of new Immigrants’ teachers in Taipei Community College,we developed the original conceptual framework of professional competency indicators. Second, the research method mainly adopts Delphi Techique, and indicators were developed after recommendations and reviews with the members of the expert group. Last, according to the results of this study, some suggestions will be provided for the government to plan relevant program, Taipei community college,the new Immigrants’ teachers and researchers follow-up . The conclusions from the research are as follow: I.Research method was Delphi technique with 25 experts to complete the indicators. (1)Indicators developed include 3 main dimensions,10 minor dimensions and 38 competency indicators. (2)main dimensions conclude: multicultural Literacy,professional knowledge and skills of adult education and new Immigrants. (3)minor dimensions conclude: multicultural education with literacy,have our own cultural background knowledge, curriculum planning capacity, ability to compile teaching materials, the use of teaching skills, learning evaluation methods, psychological understanding of the new Immigrants to learn, understanding of new Immigrants’ adapt to life, to assist new Immigrants with the use of community resources. (4)Competency indicators include 38 items. II.The recommendations of this study are as follows: (1)Recommendation of the Government's education unit A To establish the teacher’ certification license of new Immigrants to the curriculum of community college . B The development of teacher training courses for new Immigrants in community college. (2)Recommendation of the Taipei Community College A Plan and assessment the teacher of new Immigrants curriculum with proposed indicators in this paper. B Through regular seminars related to school workshops, courses for new Immigrants to enhance professional competence of teachers. C Regular evaluation of teaching for teachers, and the establishment of a system for feedback. D The establishment of human resource base of teachers, sharing of human resources. (3)Recommendations of teachers’ courses for new Immigrants A Construction of the indicators in this study as a teacher's professional self-view reference. B Indicators found based on the inadequacies of their own to further enhance the growth of Professional and Continuing Education.社區大學新住民課程教師專業知能指標建構Community CollegeNew Immigrants courses teachersProfessional competencyConstruction indicators