期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(2)六月刊（本期專題：臺灣師資培育制度的變革與再提升）
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（專題）師資職前教師專業素養與課程基準之建構及其運用
作者:國立臺灣師範大學師資培育學院黃嘉莉、國立臺灣師範大學教育心理與輔導學系暨教育心理與輔導學系暨學習科學跨國頂尖研究中心暨華語文與科技研究中心暨科技部人工智慧生技醫療創新研究中心陳學志、國立臺北教育大學課程與教學傳播科技研究所王俊斌、國立臺灣師範大學教育學系洪仁進
卷期：65卷第2期
日期：2020年6月
頁碼：1-35
DOI：10.6209/JORIES.202006_65(2).0001
摘要：
本研究旨在建構教師專業素養與課程基準，並探究其後續之運用，以作為兼顧大學自主發展師資培育課程及國家管制之機制。為達研究目的，本研究透過文獻分析、文件分析、專家焦點座談、關鍵詞擷取系統等方式，建構具有共識的教師專業素養與課程基準之內涵，並提供後續運用之建議，以配合2017 年《師資培育法》的修法。本研究結果建構五項教師專業素養及十項素養指標，以及課程基準的課程類型、學分架構、共同內容與課程條件等內涵。除此之外，本研究也提出師資培育機構後續運用之建議，包括發展師資培育理念以引領課程設計、模組化課程共同內容、系統性設計實踐課程、發展真實評量表現的方法與工具、整體性師資培育系統設計等。
關鍵詞：師資培育課程、師資職前階段、教師專業素養、課程基準
《詳全文》
參考文獻：
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Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(2)】June (Special Issue: The Innovation and Enhancement of Teacher Professional Development in Taiwan)
Directory
(Special Issue) Construction and Application of Teacher Professional Standards and Curriculum Baseline for Preservice Teacher Education
Author: Jia-Li Huang (College of Teacher Education, National Taiwan Normal University), Hsueh-Chih Chen (Department of Educational Psychology and Counseling, Institute for Research Excellence in Learning Sciences, Chinese Language and Technology Center,National Taiwan Normal University, MOST Artificial Intelligence Biomedical Research Center), Chun-Ping Wang (Graduate School of Curriculum and Instructional Communications Technology, National Taipei University of Education), Jen-Chin Hung (Department of Education, National Taiwan Normal University)
Vol.&No.：Vol. 65, No.2
Date：June 2020
Pages：1-35
DOI：10.6209/JORIES.202006_65(2).0001
Abstract：
Based on the amendment of the Teacher Education Act 2017, this study determined professional standards for teachers and a curriculum baseline for preservice teacher education. Additionally, it provides the principles for designing teacher education curriculum through literature and document analysis, focus meetings, and keyword extraction. This study proposed 5 professional standards for teachers and 10 indicators and curriculum baselines with categories, credits framework, core curriculum, and conditions. Moreover, suggestions were presented for designing teacher education curriculum, such as utilizing the concept of teacher education to direct the following: curriculum designing, correspondence of the core curriculum toward modularization, practice designs from the perspective of teaching students’ learning, assessment methods and tools to evaluate teaching students’ performance, and systemic design of teacher education curriculum.
Keywords：teacher education curriculum, preservice teacher education, teacher professional standards, curriculum baseline