澳洲師資培育政策發展：師資生識讀與數學考試（LANTITE）探析

The Development of Teacher Education in Australia: The Literacy and Numeracy Test for Initial Teacher Education

李郁緻(Li, Yu-Chih)

《台灣教育研究期刊》 2卷6期 (2021/11) Pp. 299-310

摘要

隨著國際大型教育評量的實施，各國政府皆著手根據評量結果，推動相應的教育改革與政策。澳洲聯邦政府在2016年開始，推動師資生識讀與數學考試（Literacy and Numeracy Test for Initial Teacher Education），希望能透過師資水準的改善，增進學生的學業表現。其中，識讀能力與數學能力的界定與試題設計皆參照自國內與國際的知識架構，並要求所有師資生須在畢業之前通過考試。如未能通過考試要求，則師資培育機構必須提供相應的輔導措施，使學生能在有限的應試機會內通過考試。藉由相關政策文件與報告書的分析，本文分別從發展背景、考試內容、試題與等級、政策影響等層面，探究澳洲師資培育政策的發展與改革。

關鍵字

澳洲教育政策 ； 師資培育 ； 師資生識讀與數學考試（LANTITE）

並列摘要

Concomitant with the development and implementation of international education comparison, nation states introduce relating education reform or enact education policies according to their performance results in international education comparison projects. Since 2016, Australia has implemented a federation policy on teacher education, that is, the Literacy and Numeracy Test for Initial Teacher Education. It is expected that the enactment of test will improve quality of teaching and teachers, and so improving academic performance of Australian student. The policy demands pre-service teachers meet test requirements by their graduation from teacher education programs. To better understand and interpret the policy, reports and policy documents are analyzed in this paper. From the perspectives of contexts, frameworks, contents, and influences, this paper enquires the test policy and the recent development of teacher education in Australia.

並列關鍵字

Australian education policy ； Teacher education ； Literacy and Numeracy Test for Initial Teacher Education