美國加州檢核職前教師表現制度之研究

A Study on the System for Examining Pre-service Teachers’Performance in California

本文蒐集美國加州官方文件和相關研究文獻，並以King主張比較之研究架構，先描述後詮釋的階段分析，用以了解美國加州檢核職前教師表現制度之情形，以及可為臺灣師資培育啟發之處。首先，本文分析美國強調教師素質與標準本位師資培育政策的脈絡下，加州檢核制度係以《教學專業標準》為核心文件，據以發展職前階段《教學表現期待》表現指標，以引導檢核職前教師表現活動之進行。其次，本文分析現行檢核加州表現評量三種模式，加州教學表現評量、加州教師表現評量、Fresno實習學生表現評量之內涵。復次，本文評析加州檢核職前教師表現制度七項議題，包括凝聚標準的共識以達目的、傳統評估教師候選人方式之困境、具效度且反映出教師在教學脈絡的複雜能力、展現多元證據的思維、以學習者為中心的評量方式、統整師資培育課程與學習經驗、實施問題等等。最後本文提供九點加州檢核職前教師表現制度之經驗，提供臺灣現行師資培育制度之參考。 The trend of innovation of teacher quality since 1980s in the United States has beento assess teacher education accountability by performance-based evidence. This article aimsto understand the system of examining pre-service teachers’ performance in California,as well as the three models of examining pre-service teachers’ performance and relativeissues for performance assessment. King’s comparative method is used to describe andinterpret by documents review and relative studies analysis to achieve the above mentionedaims. Secondly, due to three models of examining pre-service teachers’ performance, sevenissues including reaching consensus to standards, dilemma of traditional test, presentationof the complex competence in teaching context, showing evidences from multiple ways,assessment of the teacher candidate in center, integration of teacher education curriculumteaching and learning, and the problem of practice are analyzed to better understandthe performance assessment. Finally, this paper provides 9 results and discussions ofperformance assessment for reference in teacher education policy in Taiwan.