超越標準：邁向臺灣十二年國民基本教育的 課程改革下之教師專業成長

Beyond Standards: Toward Teacher Professional Development within the curriculum reform of “The National Twelve-year Basic Education” in Taiwan

面對臺灣「十二年國民基本教育」即將上路，及其對教師專業發展可能帶來的衝 撃。本研究認為我們應該進一步思考教師專業成長的多元可能，而不只受限於績效主導 的4票準本位」思維。因此，本研究採取理論性研究的方式，透過內容分析與文獻分析 進行探究：首先，分析「十二年國民基本教育」中的課程改革之內涵與特色。其次，梳 理當前教師專業發展政策內涵及十二年課程改革的教師專業發展配套措施。再者，藉由 教師專業認同觀點的探究，針對出十二年國民基本教育課程改革下的教師專業成長一種 「超越標準」的另類可能。最後，提出建議如下：一、從課程改革的願景與理念出發， 引發教師知識信念的共鳴。二、從教師專業核心素養的概念出發，重視教師生活中的教 學實踐。三、兼顧政府、社會、教育工作者的聲音，尋求一種教師專業的反身性認同。

Confronting the inception of “The National Twelve-year Basic Education” in Taiwan and its shock to the issue of teacher professional development， this study takes theory research as method with literature review and content analysis. At first， I will analysis the distinguishing features of curriculum reform in “The National Twelve-year Basic Education” . Latter， the contents of contemporary policies of Taiwan teacher professional development and the supplementary measures are critiqued. And then， the alternative possibilities are suffered upon the idea of teacher identity for beyond standard in this curriculum reform. Finally，the suggestions are as follows : 1. Resonate teacher^s knowledge beliefs based on the visions and ideas of curriculum. 2. Respect teaching praxis in live with the concept of teacher professional competence discussed. 3. Balance diversity of voices for a kind of teacher professional reflexivity identity.