德國師資培育中教師創新教學與跨文化能力培養的政策與做法

Policies and Practices for Cultivating Innovative Teaching and Intercultural Competence in German Teacher Education

本研究以德國為個案，了解該國針對師資生在創新教學與跨文化能力部分所對應之師資培育政策與課程訓練設計。研究方法以文件分析為主、訪談法為輔。研究結果顯示，德國師資培育的做法包含從政策面的鼓勵與引導，讓師資生的創造力與跨文化能力能被重視。此外，政府亦明定創造力與跨文化能力為師資培育的標準與能力內涵，讓指標可以具象化、操作定義化，也讓師資培育機構可以更容易去了解，並將其統整於規劃的課程與學生的專業能力檢核之中。在師培實務部分，得益於德國歷史悠久的多民族／國家的人民組成，提供了教師多元文化覺察的重要背景。對於教師來說，如何在面對來自各國、多種族的學生時給予適切的引導，既是教師專業發展的一部分，更進而提升了教師的教學創意。

This study uses Germany as a case study to understand the country’s teacher education policies and curriculum design for pre-service teachers, particularly in the area of innovative teaching. The research methodology primarily employs document analysis, supplemented by interviews. The results show that Germany’s approach to teacher education includes encouragement and guidance at the policy level, emphasizing the importance of creativity and intercultural competence among pre-service teachers. Furthermore, the government has explicitly defined creativity and intercultural competence as standards and core competencies for teacher education, making these indicators more concrete and operationally defined. This allows teacher education institutions to more easily understand and integrate these concepts into their planned curricula and assessments of students’ professional competencies. In terms of practical teacher training, Germany benefits from its long history of multi-ethnic/ national population composition, which provides an important background for teachers’ multicultural awareness. For teachers, learning how to appropriately guide students from various countries and ethnicities has become an integral part of their professional development and has enhanced their teaching creativity.