師資培育國際化－國際文憑教師（IBEC）學程中的師資生特質與想法

國際文憑教育為世界認可的國際教育系統，其特色包含結構性的課程架構、與時俱進的教與學理論及實務、學校品質保證機制、教師專業發展等。有鑑於十二年國民基本教育對於高品質教師的需求，但同時又面臨少子化對教師缺額的縮減，國立臺灣師範大學就其多年於師資培育的專業再發展國際文憑教師證照學程，並於2018年完成官方認證且於同年開始招生。為瞭解師資生對於國際文憑教師證照學程的看法並進而選擇修習者的特質，本研究以兩份自陳問卷，包含探討師資生教師核心能力、修習教育專業課程後的態度與信念，以及對於國際教師學分學程看法的問卷，調查該校選擇修習國際文憑教師證照學程（n＝51）與未選擇修習的師資生（n＝120）；並藉由訪問5位國際文憑教育者，瞭解師資生對於成為國際文憑教師想法是否符合國際文憑學校師資需求。結果顯示選擇修習國際文憑教師證照學程的師資生在以教師為志業的內在動機及核心能力上（特別是熱愛教育與反省增能）顯著高於未申請者。本研究的目的在於藉由分析師資生對於修習國際文憑教師證照學程的想法與特質，探討師資職前教育課程的可能發展方向，包括培養明日教師的國際思維與雙語教學能力，以提升臺灣教育的水準。

關鍵字

教師培育；國際文憑教育；國際教育；期望價值動機理論

並列摘要

International Baccalaureate (IB) is a world-recognized international education system that has structured curriculum frameworks, up-to-date teaching and learning theories and practices, a school quality assurance mechanism, and a teacher professional development system, among other notable features. Considering the demands of high-quality teachers from the 12-year educational reform and in light of the threat of reductions in teaching jobs, National Taiwan Normal University (NTNU), based on its long-term endeavors in promoting teacher education, implemented the IB Educator Certificate (IBEC) Program, which was officially recognized and launched in 2018. To better understand the characteristics of contemporary student teachers, this study surveyed cohorts of IBEC program applicants (n = 51) and individuals who did not apply (n = 120) through two self-reported questionnaires. Five experienced IB educators were also interviewed to acquire information on the type of teachers IB schools were expecting to hire. Results showed that the cohort that applied to the IBEC Program had significantly higher intrinsic motivation for becoming teachers, education passion, and reflective empowerment, which explained their willingness to invest time into taking the IBEC Program. After updated information was collected from student teachers on teacher education programs, this study explored possible next steps for teacher education, such as inclusion of international education and bilingual education elements to meet the needs of the upcoming generation.

並列關鍵字

teacher education ； IB education ； international education ； expectancy-value motivation

參考文獻

黃嘉莉（2019）。師資養成公費制度之歷史探究。教育科學研究期刊，64（2），99-129。【Huang, J.-L. (2019). A historical approach on the government-funded system for teacher preparation. Journal of Research in Education Sciences, 64(2), 99-129.】

符碧真（2018）。素養導向國教新課綱的師資培育：國立臺灣大學「探究式─素養導向的師資培育」理想芻議。教育科學研究期刊，63（4），59-87。【Fwu, B.-J. (2018). Teacher preparation in response to competence-based curriculum reform for K-12 education: National Taiwan University's proposal of inquiry-based and competence-based teacher education. Journal of Research in Education Sciences, 63(4), 59-87.】

吳清山（2018）。素養導向教師教育內涵建構及實踐之研究。教育科學研究期刊，63（4），261- 293。【Wu, C.-S. (2018). Construction and practice of competency-based teacher education. Journal of Research in Education Sciences, 63(4), 261-293.】

黃嘉莉、葉怡芬、許瑛玿、曾元顯（2017）。取得中學教職的關鍵因素：運用決策樹探勘師資培育歷程。教育科學研究期刊，62（2），89-123。【Huang, J.-L., Yeh, Y.-F., Hsu, Y.-S., & Tseng, Y.-H. (2017). Critical factors of becoming secondary school teachers: Mining the process of teacher education by decision trees. Journal of Research in Education Sciences, 62(2), 89-123.】

丁學勤、廖書廷（2012）。師培生任教意願之動態性研究。師資培育與教師專業發展期刊，5（2），43-68。【Ting, S.-C., & Liao, S.-T. (2012). A dynamic study of student teachers' teaching willingness. Journal of Teacher Education and Professional Development, 5(2), 43-68. 】

國際替代計量

師資培育國際化－國際文憑教師（IBEC）學程中的師資生特質與想法

全文下載

主題瀏覽