我國中小學教師專業標凖之研究

A Study on the Professional Standards of Elementary and Secondary School Teachers in Taiwan

自1990年以降，標準本位(standard-based)師資培育為世界師資培育發展趨勢。我國教育部2016年公布《中華民國教師專業標準指引》，落實標準本位師資培育，教師專業標準成為發揮引領師資職前教育以及在職教師專業發展的功能。本研究除透過文獻以探究美國、英國及我國教師專業標準內容之外，另外，實施2回合德懷術問卷，以了解專家學者、主管教育行政機關主管及中小學校長等12位專家學者，對我國教師專業標準適切性、落實情形，以及未來改善方向之看法。本研究結論如下：

 

Since 1990 standard-based teacher education has become the world’s teacher education development trend. In 2016, the Ministry of Education of Taiwan announced the Guidelines for Teacher Professional Standards of the Republic of China to establish standard-based teacher education. Teacher professional standards have the functions of enhancing the quality of pre-service teacher education and the professional development for in-service teachers. The purposes of this study are to analyze the appropriateness and implementation of Taiwan’s teacher professional standards and explore the future revision direction of these standards. This study also examined the professional standards of teachers in the United States, the U.K., and Mainland China through a literature review and conducted two rounds of a Delphi technique questionnaire survey to gather the consensus of 12 experts, who include scholars, supervisors of educational administrations, and primary school principals. The conclusions of this study are summarized as follows.

1. Ten teacher professional standards in Taiwan have high appropriateness.
2. The ranking of the implementation status of teachers’ professional standards in Taiwan is professional practice, professional knowledge, and professional input.
3. Taiwan’s Guidelines for Teacher Professional Standards need to be revised regularly. In the future, schools can also revise and continue to practice and implement the policy of standard-based teacher education.
4. It is recommended that a revision of the professional standards in the future can add the following: Possess competence-oriented teaching ability, enhance the curriculum development and practical abilities of the school, establish a teaching track proposed in Teacher Education White Paper, demonstrate collaboration and leadership skills, and update the teachers’ professional growth regulations for second expertise.