師資培育課程基準改革之後：素養導向、能力發展與新教師專業

"After the Curriculum Benchmark Reform of Teacher Education: Competencies-Orientation, Capabilities Approach, and New Teacher Profession"

能為符合十二年國新課程實施之教師專業要求，教育部公布《教師專業素養指引-職前教育階段暨師資職前教育課程基準》，同步並朝向素養本位調整培育做法。自課程基準實施迄今已滿兩年，本研究藉由文件分析方法，以3所培育中等師資類科之師範大學與4所培育國民小學師資類科之教育大學為對象，蒐集各校公布之新職前師資培育學程課架（108學年度適用）。文件分析後發現《課程基準》設定「最基本、必要及共同規範」之政策目標應已達成，然相關改變則仍集中於學分數、課程名稱與修課邏輯之形式調整，尚不能將這些改變直接等同為「教師運作課程」與「學生經驗課程」的實際改革。除此之外，研究者建議仍必須正視「素養導向」（competencies-oriented）之問題，並以「能力取向」（capabilities approach）做為新教師專業滾動修正之參照，提醒應以整全視角探索師資培育之合宜做法，期以避免再次掉入學科化或個別指標分開套用之技術導向困境。

"In order to fit the need of the professional requirements for teachers in the implementation of the 12-year basic education, the Ministry of Education announced the 'Guidelines for Teacher Professional Competencies - Pre-service Education Stages and Pre-service Teachers' Education Curriculum Benchmark', teacher education programs are also adjusted and synchronized toward the competencies-orientation. It has been two years since the implementation of the curriculum benchmark. This research uses the document analysis method to collect the three normal universities, that participate in secondary teachers' training, and four educational universities, that participate in teachers' training for elementary schools. New education framework (applicable for the 2019 school year). After document analysis, the researcher finds that the policy objectives of 'the most basic, necessary and common norms' set by the 'Curriculum Benchmark' should have been achieved, but the relevant changes are still focused on the adjustment of credits, course titles, and courses selection logic. These changes cannot be directly equivalent to the actual conditions of 'teacher operation course' and 'student experience course' in classroom context. In addition, the researcher suggests that we should distinguish the difference between 'competencies-oriented' and 'capabilities approach', and take 'capabilities approach' as the basis for 'new teacher professional development', which attempts to provide an appropriate path of holistic perspective teacher education, on the one hand, and avoids falling into the technical-oriented dilemma of disciplinaryization or separate application of each indicator, on the other hand."