實務導向師資培育的意涵與啟示

政府於108學年度推動十二年國民基本教育課程綱要，強調培養中小學學生具備核心素養，而如何培養未來教師也具備此教學素養呢？本文作者認為方法之一為採取實務導向師資培育搭起師資培育理論與實務之間的橋樑，讓師資生具備適應現在及面對未來教學挑戰的素養。因此本文透過文獻探討的方法，分析實務導向師資培育的意義與內涵，提出其對設計與實施師資培育課程的四項啟示，分別為：一、師資培育歷程越早接觸實務越好；二、找出高槓桿或核心的教學實務；三、實務行動歷程需要反思並促進理論理解；四、師資培育課程要運用趨近實務的教學策略。本文並對照於現行師資培育制度，提出：一、在不增加科目學分數和修業年限下，以高槓桿實務增進師資生素養；二、教育專業課程不再分為教育基礎、教育方法及教育實踐課程，以師資職前教育階段教師專業素養指引來設計課程；三、國內應充分討論師資培育的高槓桿或核心教學實務，以因應國家政策、社會趨勢及學生需求等三項建議，以為參考。

關鍵字

12年國民基本教育課程綱要；素養導向教學；高槓桿實務；實務導向師資培育

並列摘要

The Curriculum Guidelines of 12-Year Basic Education emphasize cultivating the core competencies of primary and secondary school students. How to cultivate the competencies of future teachers with competency-based teaching? The authors of this paper believe that practice-based teacher education programs act as bridges between the theory and practice so that students in teacher education programs have the competencies to adapt to current and future teaching challenges. This paper conducted literature review to discuss the meaning and content of practice-based teacher education and put forward four implications for the design and implementation of teacher education programs: 1. The earlier exposure to practice, the better teacher education is; 2. The core or high-leverage teaching practices should be identified; 3. It needs reflections and promoting understanding the theories in the course of practical actions; 4. The teacher education curriculum should align with practical teaching strategies. In contrast to the current teacher education system, the study proposed three suggestions as follows: 1.High-leverage practice will improve the competencies of teachers and students without increasing the number of subject credits and years of study; 2.Education courses should not be divided into educational foundations, educational methods and educational practice courses. The curriculum design shall be based on the professional quality guidelines of pre-service teachers; 3. The high-leverage or core teaching practices of teacher education should be fully discussed in response to national policies, social trends and students' needs in Taiwan.

並列關鍵字

competency-based teaching ； Curriculum Guidelines of 12-Year Basic Education ； high-leverage practice ； practice-based teacher education

參考文獻

Barton, A., C. Tan, E., & Birmingham, D. J. (2020). Rethinking high-leverage practices in justice-oriented ways. Journal of Teacher Education, 71(4), 477-494. DOI:10.1177/0022487119900209

Davin, K. J. & Troyan, F. J. (2015). The Implementation of high-leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48(1), 124-142. DOI:10.1111/flan.12124

Kearney, E. (2015). A high-leverage language teaching practice: Leading an open-ended group discussion. Foreign Language Annals, 48(1), 100-123. DOI:10.1111/flan.12128

McLeskey, J., Billingsley, B., & Ziegler, D. (2018). Using high-leverage practices in teacher preparation to reduce the research-to-practice gap in inclusive settings. Australasian Journal of Special and Inclusive Education, 42(1), 3-16. DOI:10.1017/jsi.2018.3

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