國民小學教師專業素養培育：師資職前教育課程基準的推動與挑戰

Professional Competency Development of Elementary School Teachers: The Implementation and Challenges of the Curriculum Benchmark for Pre-Service Teacher Education

臺灣於2014年公布《十二年國民基本教育課程綱要－總綱》，推動「素養導向」課程與「學習者中心」之教學，為配合此一變革也進一步啟動師資職前教育課程改革，並於2018年發布「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」，要求師資培育大學專業自主規劃課程，據以連結十二年國民基本教育課綱展現培育課程特色。本研究焦點為國民小學師資職前教育課程變革為範圍，以國民小學師資培育大學對象，採取文件與檔案分析方法，透過蒐集官方政策檔案與師資培育大學課程改革文件，據以說明新師資培育課程實施第一輪結束（二年）的發展與變化。此外，本研究也透過個案訪談方法，選擇政策規劃者與師資培育大學課程改革參與者為對象，了解新課程架構的規劃、特色發展的狀況、素養導向培育的落實情形以及師資生學習狀況的可能變化，期能充分呈現新課程基準推動初期的現況及其發展挑戰。

Taiwan announced the ''General Guidelines of the 12-Year Basic Education Curriculum'' in 2014, promoting competency-oriented curriculum development and learner-centered instruction. To align with this reform, the pre-service teacher education curriculum was further revised, and in 2018, the ''Teachers' Professional Competency Guideline–Pre-service Education Stage and Curriculum Benchmark'' was issued, requiring teacher education universities to autonomously design their curricula based on the 12-Year Basic Education Curriculum to highlight their training characteristics. This study focuses on the reform of pre-service elementary school teacher education curricula in Taiwan. Using document and archival analysis, official policy documents and teacher education curriculum reform files from relevant universities were collected to illustrate the developments and changes after the first two years of curriculum implementation. In addition, in-depth interviews were conducted with policy participants involved in curriculum reform at teacher education universities to understand the design of the new curriculum framework, the status of characteristic development, the implementation of competency-oriented training, and changes in teacher candidates' learning conditions. This study aims to provide a comprehensive picture of this early stage implementation and challenges of the new curriculum benchmark.