建構師資培育生教學能力成熟度模式之研究

The Study of Constructing a Teaching Maturity Model for Preservice Teachers

師資培育學生成為教師是一連串學習與專業發展的過程，而在此歷程中師資培育學生以成為教師為生涯選擇，培養成為一位具專業素養、態度以及職能的教師，並在此過程學習合作意識與技巧，以及透過自我導向學習朝向永續專業發展。本研究旨在以教學成熟度模式為理論之基礎，制定師資培育學生教學成熟度模式，以分階段提供師資培育學生由具備專業知能及情意基礎、精熟教學領域專門知識、課堂實踐能力、教學評量能力至永續發展一連串專業發展歷程之多面向自我檢核參考。

Teacher education students experience a series of learning and professional development processes before becoming teachers. During the process, teacher education students choose teacher as their career and receive training to become teachers with professional literacy, attitude, and competency. In addition, they acquire cooperative awareness and techniques through the process. Through self-directed learning, the teacher education students sustain their professional development. This study used a capability maturity model as the theoretical basis to construct a capability maturity model for teacher education students, in which the students, through a series of professional development processes, were provided with professional competency and affective education, proficiency in teaching-specific domain knowledge, practical capabilities in classrooms, teaching assessment capabilities, and capabilities for self-assessing multiple aspects of the professional development processes.