國民中小學師資培育教育專業標準之建構

Developing a Profession Competence Indicator System for Elementary and Secondary Teacher Education in National University of Tainan1

師資培育課程是養成教師專業的「職前品管」，師資生完成師培課程後，能否具備教學現場所需的教育專業，是提升教育品質的關鍵。102 年教育部組織改造之後，特別提出已研擬近三年的「師資培育白皮書」，重點之一即在於建立專業標準本位的師資職前培育；然而，師資培育的教育專業標準為何，尚待研究討論。本研究之目的在於建構我國國民中小學師資培育課程的教育專業標準，建構指標之特色在於以同一指標、不同檢核事實貫穿師培課程校內修習與校外實習階段。研究方法為文獻分析法及德懷術法；先以國內外文獻分析研擬師資培育教育專業標準，再透過德懷術法整合教育專家學者、師培機構、學校行政人員及現職教師等異質專家之所長及經驗，建構兼具態度、知能與實踐的教育標準，以提供師培機構課程規劃設計及師培生自我能力檢視之參考。

Teacher education is the “before-job quality assurance system” for developing teacher’s educational profession. The key to improve education quality is to equip pre-service teachers with needed educational profession competence after they completed teacher education program. The Ministry of Education reformed in 2013, and issued “Teacher Education White Paper” to establish the profession-based preand in-service teacher education. However, the profession competence indicator system is still under discussion. The aim of this study was to develop a profession competence indicator system for elementary and secondary teacher education, and applying the same indicators for separate competence facts during in-school and intern was the main characteristic of the system. The methodology included a literature review and the Delphi Method. The draft of appraisal indicators was postulatedaccording to the literature review, and the Delphi Method was used to integrate the expertise and experience of the educational professors, teacher education institutes, school administrators, and in-service teachers to build a theoretical and practical educational profession indicator system.