日本語教師の専門能力に関する職位別分析–台湾北部の後期中等教育日本語教師を中心に–

日語教師職位別之專業知能分析──以台灣北部後期中等教育的日語教師為主（The Study of the Duty Position of the Japanese Teachers' Professional Competency: Focus on Japanese teachers at Upper Secondary Education in Northern Taiwan）

本稿之研究目的係探討台灣北部後期中等教育日語教師，依專任、兼任日語教師及實習教師的情況，進行專業知能的分析。研究結果提供爾後規劃、改善日語教師進修制度及師資培育制度之參考。調查結果臚列如下：1.專任日語教師對「言語一般之相關領域」、「言語與教育之相關領域」、「社會．文化．地域之相關領域」的自評得點達顯著差異。2.兼任日語教師對「言語一般之相關領域」、「言語與教育之相關領域」、「社會．文化．地域之相關領域」、「言語使用之相關領域」的自評得點達顯著差異。3.實習教師對五大領域的自評得點均無達顯著差異。4.三群自評得點僅在「言語構造一般」、「日語教育的歷史與現狀」、「世界與日本」、「言語使用與社會」項目達顯著差異；且專任日語教師比兼任日語教師自評得點較無信心。 The purpose of this paper is to analyze the Professional Competency of the Japanese teachers who are full-time, adjunct and trainee teachers, focus on Japanese teachers at upper secondary education in northern Taiwan. According to the purpose, this study can be significant resource for future in-service training and teacher training system. The findings from this survey are as follows: 1. There were significant differences in full-time teachers on the self- esteem at (1) language and average territory, (2) language and education territory, (3) social cultural and regional territory. 2. There were significant differences in adjunct teachers on the self- esteem at (1) language and average territory, (2) language and education territory, (3) social cultural and regional territory, (4) language use territory. 3. There were no significant differences in trainee teachers on the self- esteem. 4. The self-esteem of these 3 groups reached significant differences only in language structure of the average, the history and current conditions of Japanese education, World and Japan, language use and society. In self-esteem, full-time teachers had less confidence in above items than adjunct teachers did.