臺灣本土語文教師科技教學內容知識指標之建構研究

Indicator Development for the Evaluation of Taiwan Native Language Teachers’ Technological Pedagogical Content Knowledge

臺灣本土語文教育的師資來源多元，如何確保本土語文教師具有適切的資訊科技融入教學知識與技能極具重要性。本研究為解析本土語文教師在科技教學內容知識需呈現的特質與面向，由本土語文、教師專業發展、數位學習等領域共11位專家，以德懷術方式共同發展本土語文教師資訊科技應用的教學專業知能TPACK測量工具，並歷經三回合發展出七面向共37個題項。經分析三回合專家意見的資料後發現，第二回合量表的專家意見一致性優於較第三回合的量表。本研究結果除了可以作為未來本土語文教師使用科技增進個人教學知能之參考，亦有利於相關研究者進一步探討本土語文教師之科技教學內容知識（TPACK）。

In Taiwan teachers of native languages are recruited from multiple sources. Therefore, it is crucial to verify the knowledge and the ability of integrating technology into native language instruction. This study employs the Delphi technique to develop an instrument to measure Taiwan native language teachers’ technological pedagogical content knowledge (TPACK). After three rounds of review and revisions, the final version of the instrument to measure Taiwan native language teachers’ TPACK were developed including 37 questions divided into 7 aspects by 11 experts from domains of native language, teacher professional development, and e-learning. The analysis of the three-round expert questionnaires indicate that the experts agree more on the second-round instrument than on the third-round instrument. This study can be of reference to researchers and practitioners for improving native language teachers’ TPACK.