師資培育國際化的發展與品質保證：以我國與馬來西亞華文獨立中學合作教師專業發展為例

Development and Quality Assurance of Internationalization of Teacher Education: Cooperation Between the Universities in Taiwan and Malaysia Chinese Independent Secondary Schools as an Example

新南向政策下，我國師資培育大學與馬來西亞華文獨立中學（獨中）進行師資培育的合作，雙方有學生與教職員的流動，臺北是獨中教師獲得海外最高學歷的最重要地區。本研究旨在比較獨中與臺北高中教師的專業成長需求之差異，以問卷及訪談方式進行，結果發現兩國教師的專業成長需求不同，反映出國家層級及學校文化等脈絡的影響。因此，如何針對不同國家教師的背景與需求來設計課程，有效提升教學專業知能，是師資培育國際化的重要挑戰。其次，我國有境外師資培育專班，目前這些方案的評鑑標準並未與國內有所區隔。因此，除了課程須有所調整之外，對於師資培育國際化的辦學品質，是否應發展不同評鑑標準予以認證，值得大家深思。

Under the New Southbound Policy, the teacher education universities in Taiwan cooperate with Malaysian Chinese Independent Secondary Schools (MCISSs) for internationalization of teacher education. Taiwan has become the most important country for independent secondary school teachers to obtain their highest qualifications overseas. This study aims to compare the differences in the professional development needs between the teachers of MCISSs in Malaysia and those of senior high schools in Taiwan. Questionnaires and interviews were conducted for data collection. Results show that the professional development needs of Malaysia are different from those of Taiwan, reflecting that the contextual influence at national level and school cultural level on professional development needs. Therefore, how to design international curriculum to fulfill different needs by different learners’ backgrounds, and effectively improve professional knowledge is a challenge for internationalization of teacher education. In addition, most of the current teacher education accreditation are domestic evaluations, considering domestic history and culture. However, for the international programs of teacher education, it is imperative to develop a set of applicable evaluation standards to assure the educational quality.