資優教育師資專業標準之建構

The Framework of Gifted Education Teacher's Professional Standards

吳武典(Wu-Tien Wu) ； 張芝萱(Chih-Hsuan Chang)

《資優教育研究》 9卷2期 (2009/12) Pp. 103-143

https://doi.org/10.7089/JGE.200912.0103

摘要

「教師專業標準」係指用來評估教師專業素質的一種準則，具有導引教師專業表現的功能。建構「資優教育師資專業標準」的目的，在勾勒出資優教育專業師資應有的表現，建立標準本位的資優教育師資培育系統，確保我國資優教育師資的專業化和優質化，以提升資優教育的品質。本研究首先透過文獻分析，釐清師資培育與標準本位掛鈎的理論基礎、教師專業標準本位的內涵及特殊教育教師專業標準的建構原則，並探討資優教育教師專業標準的內涵。繼而透過問卷調查、滾動式專家諮詢，反覆研修以建構核心標準的內涵、檢視表現標準的適切性，並發展適用於不同專業發展層次的資優教育教師（初任教師、精熟教師和師傅教師）及不同層面（師資養成、教育實習、教師檢定、教師甄選、專業發展、專業評鑑）可參考的表現標準。本行動研究透過以上程序建構了資優教育師資專業標準，包含七個核心標準、69項表現標準。這七個核心標準與「特殊教育教師專業標準」一致，即專業基本素養、敬業精神與態度、專業知識、評量與鑑定、課程設計與教學、班級經營與輔導和研究發展與進修。但69項表現標準則反映資優教育教師的特殊角色功能和期待。爲求所建構之專業標準更爲完備周全，本方案有必要進行第二階段的後續研究，包括檢驗表現標準的內涵，發展分殊性的資優教育教師專業標準，以及教育現場之試用研究等。

關鍵字

資優教育教師 ； 專業標準 ； 標準本位 ； 核心標準 ； 表現標準 ； 專業化 ； 優質化

並列摘要

Teacher professional standards are references for assessing the quality of teaching profession serving as a guideline for teacher's performance. The purpose of framing gifted education teacher's professional standards was to illustrate a gifted education teacher's ideal performance, and, as a result, to promote gifted educator's professional status and quality. Through literature review, the rationale and content of standards-based teacher education were clarified and served as the base for constructing gifted education teacher's standards. By means of questionnaire survey and intensive focus group discussions, the core standards and performance standards of gifted education were developed and carefully reviewed. Different statuses of teaching profession (i.e., primary teacher, experience teacher, and mentor teacher) and different domains of teacher education (i.e., teacher preparation, practicum, accreditation, recruitment, professional development, and teacher evaluation) were considered to meet the standards. At last, 7 core standards and 69 performance standards were constructed. The core ones consisted of ”professional dispositions”, ”professional commitment”, ”professional knowledge”, ”identification and appraisal”, ”curriculum design and instruction”, ”classroom management and counseling”, and ”research and professional development”. The performance standards reflected role functions of and expectations to a gifted education teacher in school settings. It is suggested that the second-phase and follow-up study be focused on the following issues: the empirical validity of the standards, the development of differential professional standards (such as the standards for intellectually gifted education teachers, scholastically talented education teachers, artistically talented education teachers), and the try-out of the standards.

並列關鍵字

gifted education teacher ； professional standards ； standards-based ； core standards ； performance standards ； professional status ； professional quality

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