- 期刊
2011－2020年環境教育人員認證展延分析
A Study on the Re-Certification System for Environmental Educators in Taiwan Environmental Education Act (2011-2020)
摘要
環境教育人員、設施場所、機構三種認證辦法是我國環境教育法的重要特色。自2011年以來相關政策運作已十年，應已具足夠數據與經驗，可為相關政策與執行現況進行深究與系統性分析。本文以「環境教育人員」之「認證展延」為研究目標，應用成人學習及教師專業發展理論，採質性研究典範。研究資料蒐集包含：2011年至2020年官方文件、科技部計畫專家會議記錄，並輔以訪談等資料進行交叉比較，以瞭解我國人員認證展延現況與作為。研究結果發現：（一）我國環境教育人員認證管道與專業領域分布不均；（二）申請認證人數在2015年達高峰，2016年開始顯現疲態；（三）環境教育人員認證通過的總數在2019年之後驟降；（四）已通過認證的環境教育人員，在證照效期屆滿後，以重新認證取代展延方式進行申請者人數漸增，顯見認證辦法有漏洞；（五）認證展延方式中，三十小時之研習課程缺乏妥善規劃設計。故本研究中，亦針對學校及設施場所環境教育人員展延課程設計與實施提出見解。最終，研究亦提出幾點策略性建議，包含：建立環境教育人員能力基準及展延學習護照、鼓勵成長自主化與建立陪伴制度、推動公部門所屬環境教育場域優先示範人員展延及支持機制、考量認證升級、建置專業人才資料庫等等。
並列摘要
Environmental educators, facilities and venues, and training institutions constitute the three essential features in the certification systems of Taiwan's Environmental Education (EE) Act. This Act has been implemented since 2011. Documents and experiences, therefore, have been sufficient for a systematical review on the current status of the policies and their executions. The re-certification system for environmental educators was the major research subject in this qualitative study, being analyzed with established theories of adult learning and educators' professional development (PD). To deeply understand the current status of the system and the PD activities, data were collected primarily from government database from 2011 to 2020 and minutes of an expert review meeting, and compared with interview transcripts. The findings show an uneven distribution of certified educators in the certification channels or in their professional fields; a peak in the application rate in 2015, which unfortunately has been in decline since 2016; a sharp decline in the passing rate after 2019; loopholes in EE Act, in view of the fact that some certified educators would rather re-apply for a new certification than carry on the re-certification process every five years; PD curriculum and activities for re-certification lack a structured framework. Discussion on PD curricular design and implement have also been made in both formal and non-formal contexts. Suggestions for EE re-certification are as follows: establishing competency guidelines and learning passports for PD, encouraging learner autonomy as well as cooperative learning, promoting public EE facilities and venues to be the supportive examples of re-certification, establishing a certification grading system, and developing a database of professionals.