國小教師標準之國際比較

Cross-National Comparison of Elementary School Teacher Standards

教師專業標準（或簡稱教師標準）可影響師資培育、教師檢定、教師甄選、教師聘任和教師評鑑，研議教師標準實謂重要和必要，對此教育部陸續公布了教師專業標準和教師專業素養，然而兩者內容略有差異，造成教師困惑。本文聚焦國小教師，討論教師專業標準和教師專業素養，指出兩者異同和特色。另與香港、大陸、英格蘭、蘇格蘭、威爾斯、澳洲和美國公布的官方版教師標準進行比較，發現採用的陳述標準架構不同，奠基理念的教師圖像和構成的教師標準要素相似，但是對教師應備信念、知識、技能和表現行為的詳細看法略有差異和各具當地特色。另提出教師標準分類架構、教師標準制定和影響歷程理想模式、官定教師標準發展基礎類型，供制定和研究教師標準時參考。最後建議教育部宜明確宣示教師標準和教師素養定位、提出更具體解釋表現指標、促進教師標準聯結教師職涯發展，而後續研究可探討教師標準實施效益、考驗教師標準發展模式和理論。

Teacher professional standards (or simplified as teacher standards) can influence the teacher preparation, teacher certification, teacher selection, teacher appointment and teacher evaluation. Studying and proposing teacher standards are important and necessary. Ministry of Education of ROC has declared the National Teacher Professional Standards and the National Teacher Professional Literacy. There are some differences between the contents of the teacher standards and teacher literacy and teachers may feel confused. The study focused on elementary school teachers and the similarity, difference and characteristics between the teacher standards and teacher literacy are discussed. Moreover, the researchers compared the teacher standards and teacher literacy of ROC with the national teacher standards of Hong Kong (HKSAR), mainland China (PRC), England, Scotland, Wales, Australian and America. The frameworks of teacher standards among five political entities are different. The idea bases and elements of teacher standards are also similar. But its detail contents of teacher standards in teacher’s necessary beliefs, knowledges, skills as well as performances have some differences, and these political entities put some local characteristics in their teacher standards. The study also proposed a classification framework, an ideal model of conducting regulation and influential process, and a developmental based mode for teacher standards which can as references to conduct and research teacher standards. According to the findings, MOE should declare clearly the positions of teacher standards and teacher literacy, propose more concrete descriptions toward performance indicators, and engage to connect teacher standards to teacher career development. Moreover, researchers can explore the benefits of implementing teacher standard as well as test the developmental models and theories toward teacher standard.