這門課著重在探討教師專業倫理與發展，並透過了解電子檔案在教與學上的運用，理解教師之專業發展的重要與途徑。本課程將透過師資職前教師專業素養與課程基準的探討，師資生了解教師專業發展之意涵與階段，並透過介紹電子學習檔案及運用它在教學及教師專業成長的可能性。師資生了解如何以Ｅ檔案為collection, selection, presentation and reflection, 透過實作，在師資培育階段，提升其反思能力。
這門課透過lecture, readings, discussion, hands-on works, &presentation等學習活動，探討教師專業發展，並利用建置電子檔案在教學上的運用，以促進師資生進行教師專業之發展。修習本課程之學生需配合教學使用一般網頁軟體建置一份自己的電子學習歷程檔案，持續記錄在東海大學師培中心各方面的學習，期末並將練習使用電子學習歷程檔案呈現在師培的學習成果。This course focuses on exploring teachers’ professional ethics and development, and by understanding the use of electronic files in teaching and learning, we understand the importance and ways of teachers’ professional development. This course will explore the professionalism and curriculum benchmarks of pre-service teachers, allowing teacher students to understand the meaning and stages of teacher professional development, and introduce electronic learning files and the possibilities of using them in teaching and teacher professional growth. Teacher students understand how to use E-files for collection, selection, presentation and reflection, and through practice, improve their reflective abilities during the teacher training stage.
This course explores the professional development of teachers through learning activities such as lecture, readings, discussion, hands-on works, & presentation, and uses the use of electronic files in teaching to promote the professional development of teachers and students. Students taking this course need to use general web software to create their own electronic learning history file in conjunction with the teaching, and continue to record all aspects of learning in the Teacher Training Center of Tunghai University. At the end of the semester, they will practice using the electronic learning history file and present it on the teacher training center. Learning outcomes.
王俊彬主編(2020)。素養導向的教師專業發展：教育理念的探究與轉化
張德銳 (2016)。教師專業：教師的生存發展之道。五南出版社。
周新富(2009)。學習檔案。五南圖書出版股份有限公司。
張德銳 (2008)。業發展檔案:實務與研究。高等教育文化出版
饒見維（2003)。教師專業發展：理論與實務。五南出版社。Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2004). How to develop a professional portfolio: A manual for teachers (3rd ed.). Boston, MA: Allyn & Bacon.
Zeichner, K., & Liston, D. (1996). Reflective teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Bullock, A. A., & Hawk, P. P. (2001). Developing a teaching portfolio: A guide for preservice and practicing teachers. New Jersey, Upper Saddle River: Prentice-Hall Inc.
Editor-in-chief Wang Junbin (2020). Competency-oriented teacher professional development: exploration and transformation of educational concepts
Zhang, D.R. (2016). The teaching profession: the survival and development of teachers. Wunan Publishing House.
Zhou Xinfu (2009). Study files. Wunan Book Publishing Co., Ltd.
Zhang, D.R. (2008). Industry Development Archives: Practice and Research. Higher Education Culture Publishing
Rao Jianwei (2003). Teacher professional development: Theory and practice. Wunan Publishing House. Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2004). How to develop a professional portfolio: A manual for teachers (3rd ed.). Boston, MA: Allyn & Bacon.< br />
Zeichner, K., & Liston, D. (1996). Reflective teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Bullock, A. A., & Hawk, P. P. (2001). Developing a teaching portfolio: A guide for preservice and practicing teachers. New Jersey, Upper Saddle River: Prentice-Hall Inc.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Reading responsesReading responses Reading responses |
30 | 依照安排的閱讀內容及問題進行線上閱讀心得分享及回應。 |
| 完成E檔案撰寫educational philosophy完成E檔案撰寫educational philosophy Complete E-file to write educational philosophy |
30 | 完成首頁介紹(必須有對外及Email連結)、及各頁(教育理念、履歷、教育實習，修習課程)透過師培中心的培育目標及核心能力的瞭解，建立自己的教育理念(上傳教育理念)。 |
| E檔案報告及意見回饋E檔案報告及意見回饋 E-file reports and feedback |
20 | 在最後二週，將舉行E檔案的成果報告。每一位同學不但將以E檔案展現者學期的成長，同時有將對同學的E檔案做意見的回饋。 |
| 出席及參與討論出席及參與討論 Attend and participate in discussions |
10 | 在課堂上的參與討論是該科成功最基本的要件，若有事不能出 席，請一定事先請假(email)，但請假超過四次以上(含4次)，則該科不予及格。 |
| 檢視教師專業素養的完成檢視教師專業素養的完成 Review the completion of teachers’ professional qualities |
10 | 將修習課程對應師資職前教育階段教師專業素養 |
