教學與學習的對話：來自TALIS 2018國中教師教學環境的省思

A Deep Conversation between Learning and Teaching: What Can TALIS 2018 Tell Us about Taiwan’s Teaching Enviorment?

藉由學生「學習」與教師「教學」之間的深度對談所建構出的學校教育品質保證，被視為是國家教育競爭力的重要依據。重要的國際組織，例如經濟合作暨發展組織（OECD）除針對學生的「學習」面向，自2000年起正式進行有「教育奧林匹克競賽」之稱的「國際學生能力評量計劃」（PISA）外，也自2008年開始進行關注在教師「教學」與學生「學習」之間互動的「教學與學習國際調查」（TALIS）。臺灣於2018年首次參加「教學與學習國際調查」（TALIS），由於本次TALIS 2018調查重點包括教師教學實踐、學校領導、教師專業實踐、師資培育與職前教育、教師回饋與發展、學校氣氛、工作滿意度、教師人力資源與親師及社區關係、教師自我效能、創新、公平與多元性等11個重大面向，本研究將先爬梳關於教學與學習之既有國內外研究發現與趨勢，進一步聚焦在TALIS 2018中教師問卷的「教學環境」面向加以分析，透過成為教師的動機、教師背景、完成職前師資培育課程、工作現況、班級教學、自我效能、創新、工作壓力與工作滿意度等九個向度進行探討，並經由臺灣與OECD參加國的總平均及臺灣教育改革的重要參照國（包括芬蘭、日本、韓國與新加坡等四國）的橫向比較與分析討論，希望可以提供未來學校教育在思索「學習」與「教學」之間對話的可能方向。

It has been regarded as one of the major global competition on students’ learning and teachers’ teaching among the nations. To figure the issue related to students’ learning and performance, Organization for Economic Co-operation and Development (OECD) conducted The Programme for International Student Assessment (PISA) since the year of 2000, and then started The Teaching and Learning International Survey (TALIS) to interpret the perspectives from teachers and principals in the year of 2008. Most recently, the TALIS 2018 focuses on the issues on teachers’ instructional practices , school leadership, teachers’ professional practices, teacher education and initial preparation, teachers’feedback and development, school climate, job satisfaction, teacher human resource issues and stakeholder relation, teacher self-efficacy, innovation, equity and diversity. Due to Taiwan’s debut on TALIS in 2018, the principal investigator collects and reviews the existed research findings related to teaching enviorment, and juxtapose the results with Finland, Japan, and South Korea to highlight the potential dialects among motivation to become teachers, teachers’ background, initial teacher training, job condition and enviornment, classroom teaching, self-efficancy, innovation, job stress and job satisfaction. Finally, the researcher hopes to provide some evidence based suggestion for the future educational policies on teacher education and principal leadership.