高齡教育教師教學專業知能指標建構之研究 ---以樂齡學習中心為例

Study on the Construction of Professional Competence Indicators for Teachers of Elder Education---A Case Study of Seniors Learning Center

廖秋宛(Liao Chiu-Wan)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/成人及繼續教育學系/碩士(2013年)

摘要

摘 要
本研究旨在建構高齡教育教師教學專業知能指標。為達研究目的，首先依據文獻探討整理出高齡教育教師教學專業知能相關文獻，分析綜合、歸納得知高齡教育教師教學專業知能的內涵，並據以發展為初步指標之概念架構；其次，透過德懷術專家小組成員三次往返之意見修正與檢視，建構出高齡教育教師教學專業知能指標。最後提出具體建議，供高齡教育教師、樂齡學習中心師資培育機構與教育行政單位參考。
本研究採用德懷術為研究方法，經由十二位專家學者三次往返之修正與檢視之結果，完成指標之建構，根據研究發現，研究結論如下：
一、高齡教育教師教學專業知能指標共分為三個向度指標、九個層面指標及四十一個行為指標。
二、向度指標包含了認知、技能、情意三個項目。
三、層面指標包含了對高齡教育的認知、對高齡學習者學習特性的認知、對高齡教學專業成長的認知、課程規劃能力、教學能力、學習諮商與輔導的能力、老化信念、教學信念、教學態度等九個項目。
本研究之建議包括四部份，分述如下：
一、對高齡教育教師之建議
（一）以本研究所建構之指標，作為高齡教育教師瞭解自身教學反思的依據。
（二）鼓勵高齡教育教師針對教學專業知能較缺乏的部份，進行專業成長與進修。
二、對高齡教育師資培育機構之建議
（一）根據本研究所建構之指標，作為高齡教育教師培訓的依據。
（二）根據本研究所建構之指標，作為高齡教育教師評鑑的依據。
三、對教育行政單位之建議
（一）積極規劃各種有關「高齡教育教師專業知能」的相關研習課程與訓練活動。
（二）落實與持續推動「高齡教育教師教學專業知能」的評鑑。
四、對相關後續研究之建議：分別在研究對象、研究工具、研究方法上提出未來進一步研究之參考。

關鍵詞：高齡教育教師、教學專業知能、指標建構、樂齡學習中心

關鍵字

指標建構 ； 教學專業知能 ； 高齡教育教師 ； 樂齡學習中心

並列摘要

Abstract
This study is mainly focused on the construction of professional competence indicators for teachers of elder education. To attain the purpose of the study, first, gathering reference documents related to the professional competence of teachers of elder education; analyze, integrate and induce the documents to understand the content of the professional competence of teachers of elder education; and develop initial indicators of the conceptive construction. Second, construct the professional competence indicators for teachers of elder education through the three times of correction and negotiation with the professional members of Delphi Technique. Finally, provide specific suggestion for teachers of elder education, centers of teacher education of seniors learning and educational administration.
This study uses the Delphi Technique to fulfill the construction of the professional knowledge indicators for teachers of elder education through the three times of correction and negotiation with twelve professional members. According to the findings, the conclusions of the study are listed below.
1.The professional competence indicator for teachers of elder education are classified into three dimension indicators, nine level indicators and forty-one behavior indicators.
2.The three dimension indicators include cognitive, emotional and skill indicators.
3.The nine level indicators include the cognition of elder education, the cognition of the learning types of the elder learners, the cognition of the development of professional knowledge of elder education, the ability to design programs, the ability to teach, the ability to learn to counsel and assist, the belief of aging, the belief of teaching, and the attitude of teaching.
The suggestions of the study are listed below：
1.Suggestions for teachers of elder education:
(1)Base on the indicators constructed in this study to help teachers of elder education to understand and reflect their own teaching.
(2)Encourage teachers of elder education to undertake further professional development and advanced studies on the deficiency of their teaching.
2.Suggestions for centers of teacher education of seniors learning:
(1)Base on the indicators constructed in this study to train teachers of elder education.
(2)Base on the indicators constructed in this study to evaluate teachers of elder education.
3.Suggestions for educational administration:
(1)Actively design diverse courses and activities related to “the profession competence for teachers of elder education.”
(2)Continuously implement the evaluation of “the profession competence for teachers of elder education.”
4.Suggestion for the following study: Provide further studies focused on the objects, the tools and methods of the study.

Keywords：teachers of elder education, professional competence of teaching, construction of indicators, seniors learning center

並列關鍵字

construction of indicators ； professional competence of teaching ； teachers of elder education ； seniors learning center

參考文獻

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