（專題）中等學校師資生任教學科專門知識檢測機制之探討
作者:國立臺灣師範大學教育心理與輔導學系暨心理與教育測驗研究發展中心劉怡薰、國立臺灣師範大學教育心理與輔導學系暨華語文與科技研究中心宋曜廷
卷期：65卷第2期
日期：2020年6月
頁碼：167-194
DOI：10.6209/JORIES.202006_65(2).0006
摘要：
我國中等學校師資生教師專業檢核機制，在教育專業知識上，主要由教師資格檢定考試檢核；在任教學科專門知識上，則採「書面文件檢覈」制度。2017 年之《師資培育法》實行後，各大學自行規劃師培課程，無外部第三方檢核歷程，送部備查即可實施，且自行核發修畢師資職前教育證明書。此措施即取消現行師資生任教學科專門知識之「書面文件檢覈」制度，使其具備該知識之品保問題更形嚴重。因此，本研究以「國家整體師資培育品管機制」、「市場競爭機制與學校教甄把關之效應」、「教師任教學科知能需求」、「教師證照之專業信用」等面向，評估由政府檢測師資生任教學科專門知識之必要性，並參考國外教師資格考試，針對我國檢測中等學校師資生專門知識之測驗技術問題，建議可行之檢測方式。
關鍵詞：師資培育、專門知識、教師資格檢定考試
《詳全文》
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Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(2)】June (Special Issue: The Innovation and Enhancement of Teacher Professional Development in Taiwan)
(Special Issue) Inspection and Proposal for Evaluating Secondary School Teacher Students’ Content Knowledge and Pedagogical Content Knowledge
Author: I-Hsun Liu (Department of Educational Psychology and Counseling, Research Center for Psychological and Educational Testing, National Taiwan Normal University), Yao-Ting Sung (Department of Educational Psychology and Counseling, Chinese Language and Technology Center, National Taiwan Normal University)
Vol.&No.：Vol. 65, No.2
Date：June 2020
Pages：167-194
DOI：10.6209/JORIES.202006_65(2).0006
Abstract：
In Taiwan, two methods are adopted to measure secondary school teacher students’ knowledge about teaching. First, teacher students’ knowledge of education gained from their teacher education is examined through the Teacher Certification examination. Second, their content knowledge (CK) and pedagogical content knowledge (PCK) are evaluated through a written inspection procedure. However, since the implementation of the Teacher Education Act 2017, each university designs and uses its own teacher education curriculum without any third party inspection. The university also issues a certificate document upon completion of the teacher education program. These series of procedures have replaced the written document inspection by a third party, resulting in the problem of monitoring the quality of teacher students’ CK and PCK. Therefore, this study approached this problem by highlighting the necessity for the Taiwanese government to intervene and examine secondary school teacher students’ CK and PCK from the following perspectives: (1) Quality assurance in teacher education through a national management system. (2) The effects of market competition and teacher selection. (3) The requirement for teachers’ CK and PCK, and (4) teacher credentials. Moreover, after considering the existing assessment technology and the teacher certification exams in other countries, we provided appropriate methods to examine secondary school teacher students’ CK and PCK.
Keywords：teacher education, content knowledge/pedagogical content knowledge, teacher certification exam