臺灣教師專業素養制度的國際對照與在地化改革之路

The Development of Taiwan’s Teacher Professional Competency System: International Comparisons and Localized Reform Pathways

本文以OECD《Teaching Compass 2025》為國際參照，探討臺灣教師專業素養制度與國際教師專業發展趨勢之對照關係。採政策文本分析與理論詮釋方法，首先界定「臺灣教師專業素養制度」之內涵，並以師資培育、教師資格、在職進修、專業發展評鑑、校本支持與教師福祉等面向作為分析範圍。其次，本文依據OECD Teaching Compass所提出之存在狀態、專業歸屬、持續成長、能動性、因應複雜情境能力與身心福祉六構面，分析臺灣制度與國際框架之間的對應、落差與張力。研究發現，臺灣教師專業素養制度在政策理念與制度設計上已與國際趨勢逐漸合流，但在專業判斷信任、生成式專業成長、校本協作支持與結構性福祉保障等方面仍存在以績效問責與文件證明為中心的專業治理文化。研究結論，臺灣未來教師專業素養改革不宜僅增加研習、評鑑或工具導入，而應重新調整制度對教師專業的理解，使教師由政策執行者逐步轉向教育意義的共同建構者。此外，本文提出在地化改革方向，以作為教師政策發展、師資培育制度調整與學校專業支持機制設計之參考。

This study uses the OECD Teaching Compass 2025 as an international reference framework to examine the relationship between Taiwan’s teacher professional competency system and contemporary global trends in teacher professional development. Employing policy document analysis and theoretical interpretation, the study first defines the connotations of Taiwan’s teacher professional competency system and adopts teacher education, teacher certification, in-service training, professional development evaluation, school-based support, and teacher well-being as its major analytical dimensions. Subsequently, based on the six dimensions proposed in the OECD Teaching Compass framework—state of being, professional belonging, continuous growth, agency, capacity to respond to complex situations, and well-being—the study analyzes the correspondences, gaps, and tensions between Taiwan’s institutional framework and international perspectives. The findings indicate that Taiwan’s teacher professional competency system has gradually converged with international trends in terms of policy concepts and institutional design. However, a professional governance culture centered on performance accountability and documentary verification still persists in areas such as trust in professional judgment, generative professional growth, school-based collaborative support, and structural well-being protection. The study concludes that future reforms of Taiwan’s teacher professional competency system should not merely focus on increasing training programs, evaluation mechanisms, or the introduction of technological tools. Rather, reforms should fundamentally reconsider how teacher professionalism is understood within the system, enabling teachers to shift gradually from policy implementers to co-constructors of educational meaning. Finally, the study proposes several directions for localized reform as references for the development of teacher policies, adjustments to teacher education systems, and the design of school-based professional support mechanisms.