技術型高中教師專業永續發展的新取向：以赴公民營機構研習或研究為例

New Orientation for Sustainable Development of the Technological and Vocational High School Teacher Profession: Taking Teachers Going to Public and Private Institution Study as an Example

教師專業發展是指教師透過多元的學習活動，持續更新和精進教育知能、技巧和態度，以提升教學品質。教師專業發展不僅有助於教師個人的成長和自我實現，也是提升國家競爭力的關鍵因素。本研究旨於探究臺灣行之有年的教師赴公民營機構研習如何持續強化技術型高中教師專業永續發展。據之，研究目的有三：一為探究技高教師專業發展應有內涵之理論基礎架構；二為分析教師赴公民營機構研習或研究的現況與挑戰；三為建議技術型高中教師專業的發展永續策略。為回應研究目的，本研究主要採用文件分析法、輔以半結構式訪談。研究者進一步運用實徵資料與理論對話，研究主要發現技術型高中教師專業永續發展策略功能有三：一、增列教學實務單元課程，實踐課綱精神內涵；二、建立推薦審核機制，擴增參與教師專長領域；三、增訂教師研習後返校應盡義務，實質回饋教學現場。

Teacher professional development refers to teachers continuously updating and improving their educational knowledge, skills, and attitudes through diverse learning activities to enhance the quality of teaching and student learning effectiveness. Teacher professional development not only helps the growth and self-realization of teachers, but is also a key factor in improving the quality of education and national competitiveness. This study aims to explore how Taiwan’s long-standing teacher professional development at public and private institutions can effectively and continuously strengthen the sustainable development of technological and vocational high school teachers’professionalism. Accordingly, the research objectives are threefold: first, to explore the theoretical framework of the content of technical and vocational high school teacher professional development; second, to analyze the current situation and challenges of teachers going to public and private institutions for training or research; third, to suggest sustainable strategies for the development of technical and vocational high school teachers’professionalism. In response to the research objectives one to three, this study mainly adopted document analysis, supplemented by semi-structured interviews. The researcher further used empirical data and theoretical dialogue to find that the main functions of sustainable development strategies for technical and vocational high school teachers’professionalism are threefold: first, to increase practical teaching unit courses and implement the spirit of the curriculum; second, to establish a recommendation review mechanism and expand the areas of expertise of participating teachers; third, to strengthen the obligation of teachers to return to school after training and provide substantive feedback to the teaching site.