教師專業發展為師培教育重要的議題。本課程旨在探索教師專業發展之基本概念、理論取向、及其模式，並瞭解教師專業發展之策略與途徑，進而對現行教師專業發展狀況進行批判，以增進教師專業發展之實務與研究能力。本課程參考教育部中小學http://teachernet.moe.edu.tw/MAIN/map_a.aspx，將課程分為教師專業發展定義及意義、教師專業發展模式、教師專業發展途徑、及教師專業發展與教師評鑑之關係五大教學模組。
1探索教師專業發展之基本概念、理論取向、及其模式
2.瞭解教師專業發展之策略與途徑
3.對現行教師專業發展狀況進行批判
4.增進教師專業發展之實務與研究能力。Teacher professional development is an important issue in teacher training education. This course aims to explore the basic concepts, theoretical orientations, and models of teachers' professional development, and to understand the strategies and approaches of teachers' professional development, and then criticize the current situation of teachers' professional development, so as to enhance the practical and research capabilities of teachers' professional development. This course refers to the Ministry of Education’s primary and secondary schools http://teachernet.moe.edu.tw/MAIN/map_a.aspx, which divides the course into the definition and significance of teacher professional development, teacher professional development model, teacher professional development pathways, and teacher professional development Five teaching modules related to teacher evaluation.
1 Explore the basic concepts, theoretical orientations, and models of teacher professional development
2. Understand the strategies and approaches for teachers’ professional development
3. Criticize the current status of teacher professional development
4. Improve the practical and research capabilities of teachers’ professional development.
1. Cochran-Smith, M. & Lytle, S. (Eds. ) (1993). Inside /Outside: teacher research and Knowledge. New York, NY: Teacher College Press. ？
2. Darling-Hammond, L. (Ed.) (2005). Professional development schools: schools for developing a profession. New York, NY: Teacher College Press.
3. Nieto, S. (2003). What keeps teachers going. New York, NY: Teacher College Press.
4. Zeichner, K. & Liston, D. (1996). Reflective teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
5. Course reading packet
6. 張德銳與高紅瑛 (2009)。同儕輔導:專業成長故事集。台北：五南。
7. 饒見維 (2003)。 教師專業發展:理論與實務。台北：五南。
8. 吳俊憲 (2010)。教師專業發展評鑑:三化取向理念與實務。台北：五南。
9. 教育部中小學教師專業發展整合平台http://teachernet.moe.edu.tw/MAIN/map_a.aspx
10. 黃正傑與吳俊憲（2013)。教師專業發展：評鑑、社群與。台北：五南。
1. Cochran-Smith, M. & Lytle, S. (Eds. ) (1993). Inside /Outside: teacher research and Knowledge. New York, NY: Teacher College Press. ?
2. Darling-Hammond, L. (Ed.) (2005). Professional development schools: schools for developing a profession. New York, NY: Teacher College Press.
3. Nieto, S. (2003). What keeps teachers going. New York, NY: Teacher College Press.
4. Zeichner, K. & Liston, D. (1996). Reflective teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
5. Course reading packet
6. Zhang Derui and Gao Hongying (2009). Peer Mentoring: A Collection of Professional Growth Stories. Taipei: Wunan.
7. Rao, J. W. (2003). Teacher professional development: Theory and practice. Taipei: Wunan.
8. Wu, J. H. (2010). Evaluation of teachers’ professional development: Concepts and practices of the three orientations. Taipei: Wunan.
9. Integrated professional development platform for primary and secondary teachers of the Ministry of Education http://teachernet.moe.edu.tw/MAIN/map_a.aspx
10. Huang Zhengjie and Wu Junxian (2013). Teacher professional development: Assessment, community and. Taipei: Wunan.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 每週閱讀心得線上分享及提問每週閱讀心得線上分享及提問 Weekly reading experience online sharing and questions |
30 | 按照每週教學進度， 進行相關文獻之閱讀，並將心得上傳至教學平台。 閱讀心得分享包括二個重點，首先先摘要這一次閱讀的內容，接著提出你從閱讀中所想到的二個相關問題。我門將以這些問題上進行課堂討論（包括what, so what, now what, 三部份）。 |
| 分組帶領討論分組帶領討論 Lead discussions in groups |
25 | 研究生選擇一教師專業發展途徑， 進行閱讀文獻及蒐集， 並依分配週次帶領全班進行leading discussion。帶領方式不拘 |
| 期末研究小論文及報告期末研究小論文及報告 Final research paper and report |
45 | 以leading discussion所選擇的教師專業發展途徑方式，進行對教師之研究實證研究（例如國小教師對行動研究運用於教師專業發展之看法），期末進行10鐘口頭研究結果之報告。另外綜合小論文文獻探討及leading discussion作業，完成小論文報告。 |
