Web 2.0時代的教師專業發展

Teacher Professional Development in the Era of Web 2.0

高熏芳 ； 曾培妮

《台灣教育》 664期 (2010/08) Pp. 11-20

https://doi.org/10.6395/TER.201008.0011

摘要

中小學教師專業能力的發展及專業地位之建立，是教育品質提升的關鍵，也是世界各國追求教師素質提升潮流的重點。我國中小學教師趨於年輕，距退休年齡65歲尚有長遠的歲月，面對社會的變遷，科技的發展，知識的更新，以及年年不同的學生與家長，教師追求專業成長、增進學術能量是不可避免的。Web 2.0是一個分享的機制，有雙向的功能，是公眾參與、貢獻內容的網路科技。Web 2.0科技的發展對於教育的轉型賦予新的意義，更開拓了教師專業發展的可能。本文除了分析數位時代中小學教師專業發展之意涵，並且說明Web 2.0的概念與特色，同時提出教師利用Web 2.0工具開展自主導向專業發展能量的實例，以作為中小學教師專業發展的參考。

並列摘要

The development of teacher professional competency and establishment of teacher professional status are the keys to enhancing educational quality. Raising the teacher quality has been one of the important trends of educational reform in most countries. Currently the average age 37 of K-12 teachers in Taiwan is much younger than their peers in other countries. Namely, there are still years to reach their retirement. Facing the on-going rapid change of society, technology, knowledge, as well as students and their parents, professional development for teachers is in-evitable. Web 2.0 is an innovative information technology which provides sharing and social networking functions for users. The development of Web 2.0 has a great impact on educational transformation and brings expansive possibilities for teacher professional development. The purpose of this paper is to present ways of apply Web 2.0 technology for teacher professional development. The new meaning of teacher professional development in the digital era is also discussed.