未來教師影響力實驗室跨界導向學習之設計與實踐探究

Abstract

本研究旨在發展一個架構於師資培育課程間的專案設計—「未來教師影響力實驗室」，一個支持學生真實理解、跨界思考與創新實踐的「教師專業發展」課程。希望建構此概念實踐的可能模式，以影響力的發揮為目標，跨界導向學習為途徑，觸動學習型態的改變；重視多元學習的整合應用，探究促進未來教師專業素養的具體方法與策略。同時，回應師資職前教育課程基準，「打破科目及現有開課概念，整合相關師資培育課程」的期許。 經過兩學期的循環修正，本研究逐步建構出明確的三階段實施模式(校準—提升—活化)，各階段關鍵問題與學習任務，具體的專業發展評量規準，以及依循設計思考進行的教師專業發展微型實作專案。在量化分析部分，參與學生之教師專業認同前後測結果顯示，認定迷失的程度明顯降低，尋求認定的傾向漸增，跨界思考潛力亦有進步。課程結束三個月後的追蹤問卷顯示，近八成的同學仍持續關注自己的專案，主動進行跨界思考或創新實踐，期許能發揮影響力。以專業發展規準分析，能充分掌握校準—提升—活化三階段專業發展要旨，達到專家級規準的專案並不多，因為一學期的時間確實不夠，學生建議希望未來能延續為一學年的設計。最後，依研究結果提出未來教學與研究之相關建議。 This research aims to develop a project design based on teacher training courses—"Future Teacher Impact Lab", a "teacher professional development" course that supports students' true understanding, cross-border thinking, and innovative practice. It is hoped to construct a possible mode of practice of this concept, with the goal of exerting influence and cross-boundary oriented learning as a way to change learning styles; attach importance to the integrated application of multiple learning, and explore specific methods and strategies to promote future teachers' professionalism. At the same time, in response to the benchmarks of teacher pre-service education courses, the expectation of "breaking the subject and the existing concept of opening courses, and integrating relevant teacher training courses". After two semesters of cyclical revision, this research has gradually constructed a clear three-phase implementation model (Calibrate-Elevate-Activate), key issues and learning tasks at each phase, specific professional development evaluation standards, and teacher professionalism based on design thinking develop micro-implementation projects. In the quantitative analysis part, the pre- and post-test results of the teachers' professional identity of the participating students show that the degree of identity diffusion is significantly reduced, the tendency of the moratorium is increasing, and the potential for cross-border thinking has also improved. A follow-up questionnaire three months after the end of the course shows that nearly 80% of the students continue to pay attention to their projects, actively carry out cross-border thinking or innovative practices, and hope to exert influence. Based on the analysis of professional development standards, there are not many projects that meet the expert-level standards. Because the time of one semester is really not enough, students suggest that continuing the design for a school year in the future. Finally, suggestions for future teaching and research based on the results are purposed.