SDGs、能力發展與教師專業能動性

SDGs, Capabilities Development, and Teachers’Professional Agency

由於SDGs議題日益重要，教師對於永續發展相關之專業知能、課程發展或教學轉化能力，自然成為教育成效的關鍵，攸關能否有效培育具競爭力的全球公民或涵養具責任意識的世界公民。本文的目的如下：一、說明永續發展目標（SDGs）的內涵，以及理想公民教育的趨向與問題。二、根據能力取向觀點，從學習者能動性轉向教師專業能動性，探究教師專業能動性之核心要素。最後，分析「多維專業能動性」（multi agencies）、「領域與學科的專業知識」（CK）、「永續發展相關能力」（competencies related sustainable development）、「跨領域專業課程的統整與協作」（PK/PCK）、「創新與創造教學」（innovative and creative teaching），以及「素養導向評量能力」等永續發展目標本位（SDGs-based）的教與學，期能有助於教師專業能動性的改善與提升。

As SDGs issues become increasingly important, teachers’ professional knowledge, curriculum development, or teaching transformation ability related to sustainable development is the key to educational effectiveness, and it is related to whether it can effectively cultivate a competitive global citizen or a responsive cosmopolitan citizen. The aims of this paper are as follows: First, the author explains the connotation of the Sustainable Development Goals (SDGs), as well as the trends and problems of ideal citizenship education. Secondly, according to the perspective of the capabilities approach, the core elements of the teacher’s professional agency are explored from the learner’s agency to the teacher’s professional agency. Finally, this article analyzes “multi-agencies”, “Knowledge of domain and discipline” (CK), “competencies related to sustainable development”, “integration and collaboration of interdisciplinary professional courses” (PK/PCK), “innovative and creative teaching” and “professional capacity of competencies-oriented assessment” and SDGs-based teaching and learning, are expected to help teachers professional agencies improvement and enhancement.