第七十輯．第四期（Open Access） - 2024-12-31

【研究紀要】21世紀素養導向教學教師表現指標之發展：來自IB教育理念與實務的啟示

【Research Note】Developing Teacher Performance Indicators for 21st Century Competency-Oriented Teaching and Learning: Implications From IB Philosophy and Practices

作　者：
甄曉蘭、李秀芬、林曦平、Iwan A. J. Sianturi / Hsiao-Lan Sharon Chen, Helen Jou, Shi-Ping Lin, Iwan A. J. Sianturi
關鍵字：
21世紀教與學、素養導向課程、IB理念與實務、教師評鑑、教師表現指標、教師專業發展 / 21st Century teaching and learning, competency-oriented curriculum, IB philosophy and practice, teacher appraisal, teacher performance indicators, teacher professional development
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
（1）研究目的：在全球化趨勢下，培養學生核心素養與能力成為各國教育關注的焦點，再加上臺灣108素養導向課綱的推動實施，使得培育具全球視野、能勝任核心素養導向教學的教師需求劇增。由於國際文憑（International Baccalaureate, IB）課程的理念與實踐反映了極為深厚的21世紀素養教學重要原則，許多教育利害關係人已考量從IB的教學原則來探尋回應素養導向師資教育需求的適用性。借鑑IB教育理念與實務所獲得的啟示，本研究旨在發展一個教師表現指標架構，以促進培養21世紀素養的優質教與學。基於此，本文特別探討21世紀教與學的要素，反思論述本研究建構教師表現指標的動態程序和所採用的方法，並就運用表現指標架構來促進教師的專業發展提出相關建議。 （2）主要理論或概念架構：不適用。 （3）研究設計／方法／對象：為發展21世紀素養導向的教學表現指標，本研究除了透過分析IB文件汲取IB理念與實務的相關啟示外，還特別運用群體評判決議技術，包括專家小組討論、焦點團體訪談和德爾菲調查，來蒐集IB實務工作者與學者專家的意見與回饋，據以訂定教師表現指標內涵。完成定稿後，再對在地非IB教師進行測試，藉以評估指標架構的適切性和適用性。 （4）研究發現或結論：為使教師表現指標架構能有效地培養教師具備21世紀教學能力，IB專家和實務工作者指出，表現指標的制定必須植基於21世紀的能力素養—特別強調能力素養的全面發展，不僅在認知領域（如批判性思考、探究式學習），更在人際和內在領域（如溝通、協作、自我管理、文化意識），並且要著重反思性、開放性及彈性特質的養成。為避免對指標架構的誤解或誤用，對教師表現標準和指標項目內涵的理解與詮釋，必須透過利害關係人參與團體審議過程來達成共識。此外，為更具建設性地使用21世紀教學表現指標架構，教師們強調指標架構必須要脈絡化，並以正向、非評斷、教師主導的方式來運作，而不是從外部或由上而下的方式來實施，且應以診斷工具的形式導入，用來釐清教師教學的優勢和限制，讓教師得以為其個人訂定專業成長計畫。 （5）理論或實務創見／貢獻／建議：本研究開啟了實施21世紀素養導向課程教師必備之教學表現指標的探討與發展，所建構的「21世紀教師專業標準與績效指標」架構，不僅可作為教師專業能力發展方案的規劃參考，更可作為評估、監測及提升教師教學能力與表現的媒介。而這樣的教師表現指標架構不僅適用於IB學校系統，亦可應用於臺灣及其他地區的所有學校，並可藉以激發國際上相關的研究與討論，進一步瞭解並提升教師在21世紀養導向教學中的視野與能力。
(1) Purpose: As the global trend, there have been great demands for preparing teachers with professional vision and capacities for 21st century teaching and learning. In Taiwan, due to the newly reformed 2019 competency-oriented curriculum with all its necessary renewal of pedagogical practices, there have also been enormous calls and emphasis for the cultivation of 21st century knowledge, skills and dispositions within teachers. Since the International Baccalaureate programs already reflect many essential pedagogical principles of teaching for 21st century skills in its philosophy and practices, many education stakeholders have considered exploring these IB principles for their applicability to 21st century competency-oriented teaching and learning demands. Drawing on implications from IB philosophy and practices, this study aims to develop a framework of teacher performance indicators that promotes quality teaching and learning for 21st century skills. It is intended, in this paper, to explore the essential features of 21st century teaching and learning; to address reflectively on the dynamic procedures and methods applied in the construction of teacher performance indicators; and to provide suggestions on utilizing the framework for teacher appraisal and professional development. (2) Main Theories or Conceptual Frameworks: Not applicable. (3) Research Design/Methods/Participants: In order to draw implications from IB philosophy and practices for the construction of indicators for 21st century competency-oriented teaching performance, in this study– in addition to analyzing IB documents- group judgment techniques, including panel discussion, focus group interview, and Delphi survey, were employed to extract views and feedback from experienced IB practitioners as well as a panel of IB experts. After the framework of teacher performance indicators was constructed, field tests were conducted among local non-IB teachers to assess the appropriateness and applicability of the framework. (4) Research Findings or Conclusions: To make the framework more effective for preparing teachers with capacities for 21st century teaching and learning, we learned from the IB experts and practitioners that the performance indicators must be grounded in the 21st century skills and competencies– emphasizing holistic development of abilities and skills not only in the cognitive domain (e.g., critical thinking, inquiry-based learning) but also in the interpersonal and intrapersonal domains (e.g., communication, collaboration, self-management, cultural awareness); and stressing reflective cultivation of the dispositions of open-mindedness and flexibility. To prevent confusion and misapplication of the framework, it is important, through group deliberation processes among stakeholders, to establish a consensus on the connotation and interpretation of performance standards and indicator items. Further, to implement the 21st century teaching performance indicators framework more constructively, as teachers stressed, the framework should be contextualized and used in a positive, nonjudgmental, teacher-directed manner rather than in an external or top-down manner, and it should be introduced as a diagnostic tool for identifying strengths and limitations and for building professional growth plans by and for teachers. (5) Theoretical or Practical Insights/Contributions/Recommendations: This study is a preliminary effort in Taiwan’s research on developing teacher performance indicators for teaching 21st century competency-oriented curriculum. The final framework of “Teacher Professional Standards and Performance Indicators for 21st Century Competencies” derived from this study can provide reference for the planning of education programs for teacher professional development, and be used as an appraisal medium to assess, monitor, and improve teachers’ performance and capacities in teaching. It is believed that this framework can be adopted in IB school systems, schools in Taiwan and in other geographical locations, spurring the creation of practical international analogues and thus assisting in the understanding of teacher capacities required for 21st century teaching across the globe.
Adamson, F., & Darling-Hammond, L. (2015). Policy pathways for twenty-first century skills. In 
　　P. Griffin & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 293-310). 
　　Springer. https://doi.org/10.1007/978-94-017-9395-7_15
Appleyard, N., & McLean, L. R. (2011). Expecting the exceptional: Pre-service professional 
　　development in global citizenship education. International Journal of Progressive 
　　Education, 7(2), 6-32.
Chang, K.-M. (2017). Advancing 21 century competencies in east Asian education systems. 
　　Center for Global Education, Asia Society. https://asiasociety.org/files/21st-century-
　　competencies-east-asian-education-systems.pdf
Chen, H.-L. S., & Huang, H. (2017). Advancing 21st century competencies in Taiwan. Center 
　　for Global Education, Asia Society. http://asiasociety.org/files/21st-century-competencies-
　　taiwan.pdf
Chen, H.-L. S. (2014). Practical concerns in the utilization of teacher professional standards 
　　to the implementation of teacher evaluation. Journal of Education Research, 243, 20-34. 
　　https://doi.org/10.3966/168063602014070243002 [甄曉蘭（2014）。教師專業標準應
　　用於教師評鑑之實務議題初探。教育研究月刊，243，20-34。https://doi.org/10.3966/ 
　　168063602014070243002]
Chen, L., & Liu, Q. (2023). Constructing a teaching-ability evaluation system for Chinese 
　　student teachers using Delphi and analytical hierarchical process methods. International 
　　Journal of Learning, Teaching and Educational Research, 22(11), 150-169. https://doi.
　　org/10.26803/ijlter.22.11.9
Christie, D. (2003). Competencies, benchmarks and standards in the teaching profession. In 
　　T. Bryce & W. Humes (Eds.), Scottish Education (2nd ed., pp. 275-298). Edinburgh 
　　University Press.
Coca, V., Johnson, D., & Kelley-Kemple, T. (2011). Working to my potential: The postsecondary 
　　experiences of CPS students in the International Baccalaureate Diploma Programme. 
　　Consortium on Chicago School Research.
Griffin, P., McGaw, B., & Care, E. (Eds.). (2012). Assessment and teaching of 21st century skills. 
　　Springer.
Halász, G., & Michel, A. (2011). Key competencies in Europe: Interpretation, policy formulation 
　　and implementation. European Journal of Education, 46(3), 289-306. https://doi.
　　org/10.1111/j.1465-3435.2011.01491.x
Hemming, V., Burgman, M. A., Hanea, A. M., McBride, M. F., & Wintle, B. C. (2018) A 
　　practical guide to structured expert elicitation using the IDEA protocol. Methods in Ecology 
　　and Evolution, 9(1), 169-180. https://doi.org/10.1111/2041-210X.12857
International Baccalaureate Organization. (2008a). IB learner profile booklet.
International Baccalaureate Organization. (2008b). Towards a continuum of international 
　　education.
International Baccalaureate Organization. (2013). Approaches to teaching and learning in the 
　　diploma programme.
International Baccalaureate Organization. (2014). MYP: From principles into practice.
Kereluik, K., Mishra, P., Fahnoe, K., & Terry, L. (2013). What knowledge is of most worth. 
　　Journal of Digital Learning in Teacher Education, 29(4), 127-140. https://doi.org/10.1080/
　　21532974.2013.10784716
Lemke, C. (2002). enGauge 21st Century: Skills for 21st Century learners (ED463753). ERIC. 
　　https://files.eric.ed.gov/fulltext/ED463753.pdf 
Liu, L., & Neilson, W. S. (2011). High scores but low skills. Economics of Education Review, 
　　30(3), 507-516. https://doi.org/10.1016/j.econedurev.2010.12.004
Lyons, J., & Tarc, P. (2024). How might IB classroom pedagogy “make a better world?”– 
　　(Toward) illuminating a promising IBDP teacher praxis. Globalisation, Societies and 
　　Education, 22(4), 605-624. https://doi.org/10.1080/14767724.2022.2142764
Meyer, M. A., & Booker, J. M. (2001). Eliciting and analyzing expert judgment: A 
　　practical guide. Society for Industrial and Applied Mathematics. https://doi.
　　org/10.1137/1.9780898718485
Ministry of Education. (2016). Guidelines for Professional Standards for Teachers in the 
　　Republic of China. MOE, Taiwan. https://ws.moe.edu.tw/001/Upload/8/relfile/7834/45668/
　　d4f269e3-96cf-4eac-b038-9a9cda8912f2.pdf [教育部（2016）。中華民國教師專業標準
　　指引。https://ws.moe.edu.tw/001/Upload/8/relfile/7834/45668/d4f269e3-96cf-4eac-b038-
　　9a9cda8912f2.pdf]
Organisation for Economic Co-operation and Development. (2005). The definition and selection 
　　of key competencies [Executive summary]. https://www.oecd.org/pisa/35070367.pdf 
Organisation for Economic Co-operation and Development. (2018). The future of education 
　　and skills: Education 2030. https://www.oecd.org/education/2030/E2030%20Position%20
　　Paper%20(05.04.2018).pdf
Organisation for Economic Co-operation and Development / Asia Society. (2018). Teaching for 
　　global competence in a rapidly changing world. https://doi.org/10.1787/9789264289024-en
Partnership for 21st Century Skills. (2009). P21 framework definitions (ED519462). ERIC. 
　　https://files.eric.ed.gov/fulltext/ED519462.pdf 
Pellegrino, J. W. (2017). Teaching, learning and assessing 21st century skills. In S. Guerrieo 
　　(Ed.), Teachers’ pedagogical knowledge and the teaching profession (pp. 223-251). OECD 
　　Publishing. https://doi.org/10.1787/9789264270695-en 
Pellegrino, J. W., & Hilton. M. (2012). Education for life and work: Developing transferable 
　　knowledge and skills in the 21st century. National Academies Press.
Ryan, A. M., Heineke, A. J., & Steindam, C. (2014). Preparing globally minded teachers through 
　　the incorporation of the International Baccalaureate. Journal of Education, 194(3), 39-51. 
　　https://doi.org/10.1177/002205741419400305
Schleicher, A. (Ed.). (2012). Preparing teachers to deliver 21st-century skills. In A. Schleicher 
　　(Ed.), Preparing teachers and developing school leaders for the 21st century: Lessons from 
around the world (pp. 33-54). OECD Publishing. https://doi.org/10.1787/9789264174559-
　　4-en 
Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher 
　　educators say? Teaching and Teacher Education, 21(2), 177-192. https://doi.org/10.1016/
 　　j.tate.2004.12.008
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. 
　　https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20fo 
　　r%20Sustainable%20Development%20web.pdf 
United Nations Education Scientific and Cultural Organization. (2014). Learning to live 
　　together. https://unesdoc.unesco.org/ark:/48223/pf0000227208 
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st 
　　century competencies: Implications for national curriculum policies. Journal of Curriculum 
Studies, 44(3), 299-321. https://doi.org/10.1080/00220272.2012.668938
Wright, E., & Lee, M. (2014). Developing skills for youth in the 21st century: The role of elite 
　　International Baccalaureate Diploma Programme schools in China. International Review of 
　　Education, 60(2), 199-216. https://doi.org/10.1007/s11159-014-9404-6
 You, Y. (2019). The “new orientalism”: Education policy borrowing and representations of East 
　　Asia. Compare: A Journal of Comparative and International Education, 50(5), 742-763. 
　　https://doi.org/10.1080/03057925.2018.1559038
 
 

 

全文下載