未來教師影響力實驗室轉型思維之開展與實踐探究

Abstract

如何讓未來教師參與教育必須面對的挑戰，運用轉型思維，發展專業學習的自主意識與價值行動，是師資培育課程設計與教學實踐的重要議題。本計畫為108學年度「未來教師影響力實驗室跨界導向學習之設計與實踐探究」的延伸，本年度「未來教師影響力實驗室」，在跨界導向學習的基礎上，透過真實困境的經驗探究，開展轉型思維；促使學生感知現實困境並有系統的多方思辨，藉以反省理論與實務，借鏡專家教師的知情意行，突破可能的盲點，展現創新價值、調和緊張和困境，及承擔責任等轉型能力，以維繫專業發展的能動力。 經過三學期的循環修正，本研究建構出校準、提升與活化三階段專業發展實施模式及具體的評量規準。25位參與學生前後測與專業發展微型專案顯示，在承擔責任向度，專家與學生自評的平均值，均較高於其他向度，由此觀之，學生在道德、自制、誠信、利他上，有較高的掌握。相對的，在系統思考、調和緊張與衝突兩向度，仍可再提升。在專業認同的發展上，提早認同的程度明顯降低，顯示經過學習，學生可能注意到提早認同的盲點，更積極的探尋專業自我的意義與價值。本計畫建構了轉型思維的評量規準與教學方案，可供未來教學與研究參考。 How to enable future teachers to face the challenges of education, use transformative thinking, and develop the autonomy and values necessary for professional learning are important issues in the design and teaching of teacher education programs. This project is an extension of the "Future Teacher Impact Lab Cross-Disciplinary Learning Design and Practice Exploration" in the 108th academic year. This year's "Future Teacher Impact Lab" builds on cross-disciplinary learning and explores transformative thinking through experiences of real-life challenges. This enables students to perceive real-life challenges and engage in systematic and multidimensional thinking, reflect on theory and practice, learn from expert teachers, overcome potential blind spots, demonstrate innovative value, balance tensions and challenges, and develop transformative abilities such as taking responsibility, to sustain professional development.

After three semesters of iterative revisions, this study has developed a three-stage professional development implementation model, including calibration, enhancement, activation, and specific assessment criteria. The results of pre-and post-tests and micro-projects on professional development by 25 participating students indicate that their self-evaluation and expert evaluation scores for responsibility are higher than those for other dimensions, suggesting that students better grasp morality, self-control, integrity, and altruism. However, improvements can still be made in the dimensions of system thinking, balancing tensions and conflicts. The degree of early recognition of professional identity has also significantly decreased, indicating that students may have noticed potential blind spots in early recognition and are more actively exploring the meaning and value of their professional identity. This project has developed assessment criteria and teaching plans for transformative thinking, which can be used for future teaching and research reference.