從教與學學術研究（SoTL）觀點探討臺灣大學教師教學升等之深化

Enhancing Higher Education Faculty Promotion in Taiwan from the Perspectives of Scholarship of Teaching and Learning (SoTL)

長久以來，全球之大學皆存在重研究、輕教學的現象；然而，自1990年代開始，歐美展開了高等教育的轉向，重新定義「學術」的內涵，主張學術工作的多面向，提出「教學的學術」一詞。之後，該概念更擴展成「教與學的學術」（SoTL）。SoTL觀念的興起，不僅促使大學教學的價值被重新審視，更在傳統的教學、研究、服務及產學合作當中，扮演起串接對話的觸媒，讓教學這項古老的技藝與學術研究不再涇渭分明。在臺灣，隨著高等教育評鑑、教師聘任升等制度等措施之推波助瀾，重研究、輕教學亦為大學的普遍現象。所幸，近年來教育部有感於大學太過向學術價值傾斜，升等又過於強調學術研究，故於2013年發布推動教師多元升等相關要點，鼓勵大學實施教師分流並推動教師多元升等。2017年更推出「教學實踐研究計畫」，激勵教師探討教學實踐歷程的研究，強調與教學現場、學生學習的連結。本文以SoTL做為論述主軸，藉由SoTL與我國大學教師教學升等制度的勾連，探討其對大學教師教學升等制度的啟示，期望能強化教學升等之理論基礎及深化大學教學之意涵，為高等教育改革注入活水。

In the past few decades, it has been a common phenomenon for most universities around the world to focus more on research excellence and less on teaching excellence. Since E. Boyer (1990) proposed four forms of scholarship, however, the scholarship of teaching and learning (SoTL) has become an emerging movement to broaden the research mission of universities in the Western higher education. SoTL goes beyond scholarly teaching which all faculty should strive for and is driven by a desire to understand how students learn as well as the learning process, which advances the practice of teaching by making research findings public. Meanwhile, in Taiwan’s higher education there still has been a common and widely known phenomenon-overemphasis on research and under-emphasis on the teaching. How to create a teaching- oriented track promotion policy for faculty is regarded as an important issue in Taiwan nowadays. This article explores the key features of SoTL, discusses its implications on the faculty promotion system, and hopes to improve the quality of teaching and learning in university by strengthening the promotion system.