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    题名: 從能力本位到標準本位的師資培育
    作者: 吳政達;蔡瑜庭
    Wu, Chengta;Tsai, Yu-Ting
    贡献者: 教政所
    关键词: Teacher education;Pedagogy;Education reform;Professional standards;International comparisons;Educational evaluation;Academic standards
    日期: 2017-01
    上传时间: 2017-06-07 11:32:12 (UTC+8)
    摘要: Since the 1980s, to promote international competitiveness, some advanced countries such as the United States, the United Kingdom, and Australia have changed their directions in education reform. These countries have put more efforts in establishing "Teacher Competence Framework", which includes to concrete the image of great teacher, to refresh teacher education through the development or revision of "Teacher Professional Standard", and thus, at the national level to demonstrate a "National Standards Model", improving teachers` images in the country. The historical trend in education reform of the advanced countries provides an important model for Taiwan`s education reform. This paper aims to discuss the important theories in teacher education, to compare practice in diverse countries, and to provide probabilities for Taiwan`s education reform. First, this paper sets out the history of the teacher competency framework. Second, it goes to clarify the teacher competency framework from a competency-based model to a standardbased model, which is illustrated by examples from the major countries (The United States, New Zealand, and Australia). Finally, this paper uses Durkheim, Bernstein, and Shulman and SHULMAN teacher knowledge framework to explore the specific measures of teacher professional standards applied in teacher training courses. Through the recognition of Teacher Competence Framework and comparison practices in major countries, it may provide our country in the future implementation about Standard-based teacher training concept and its probabilities for Taiwan moving forward to the new era of teacher images.
    關聯: 教育研究月刊, No.273, 048-066
    数据类型: article
    DOI 連結: http://dx.doi.org/10.3966/168063602017010273005
    DOI: 10.3966/168063602017010273005
    显示于类别:[教育行政與政策研究所 ] 期刊論文

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