素養導向師培課程學習經驗與學習轉化之研究：以兩位現職教師為例

A Study on Competence-based Teacher Training Courses and Transformation of the Teacher's Professional Competencies

本研究旨在瞭解不同師資培育機構師資生，在素養導向師培課程的學習經驗，以及在實務教學如何轉化所學的素養導向課程。主要目的有以下：1.探討師範大學與一般大學畢業之現職教師，對於素養導向師資培育課程之學習情況；2.探究師範大學與一般大學畢業之現職教師，對於素養導向教師資格考試之觀點；3.分析師範大學與一般大學畢業之現職教師，對於素養導向教師專業素養於教學現場的發揮情形。經由質性訪談兩位不同師資培育機構畢業之現職教師，本研究獲致結論有：1.師資培育機構均依據教育部所公布之指引課程，培育師資生具備素養導向專業；2.任教學校的型態與生態上可能會限制教師完全地展現其素養導向教學；3.無論是城市教師還是偏鄉教師，皆能將學習經驗轉化成教師專業素養。依據結論，本研究提出建議有：1.在師資培育課程與教學當中，宜強化教導師資生編製素養考題；2.師資培育機構宜多提供素養課程教學相關活動資訊與資源給予師資生；3.現職教師宜經常地檢測自身教師專業素養。

The purpose of this study is to understand the learning experience of pre-service teachers in different teacher education in competence-based teacher training courses and how to transform competence-based courses into practical teaching. The main objectives are as follows: 1. To investigate the current teachers who graduated from normal university and ordinary university on the learning of competence-based teacher training courses; 2. Explore the views of current teachers who graduated from normal university and ordinary university on the competence-based teacher examination; 3. Analyze the present teachers who graduated from normal university and ordinary university, transforming the teacher's professional competencies on the spot teaching. This study uses qualitative research to interview with two current teachers who graduated from different teacher education. The conclusions of this study are as follows: 1. According to the guidelines published by the Ministry of Education, teacher education cultivates the pre-service teacher with competence-based majors. 2. The type and ecology of teaching schools may restrict their competence-based teaching; 3. Both urban and rural teachers can transform their learning experience into their teacher's professional competencies. According to the conclusion, the following suggestions are put forward: 1. In the course of teacher cultivation and teaching, it is necessary to teach the pre-service teacher to prepare for the competence test; 2. Teacher education should provide more information and resources about competence teaching activities to the students; 3. Current teachers should test their own professional competencies frequently.