教師專業資本的生成：築韌模式（ARIC Model）的師培新典範

Building Teacher Professional Capital Through Resilience: The ARIC Model as an Innovative Paradigm for Teacher Education

在全球化、科技化與新自由主義治理重塑教師工作的情境中，師資培育極需回應教師專業如何在高度不確定下持續生成。以Hargreaves與Fullan的專業資本理論為基礎，本研究提出國立清華大學自2024年推動之「築韌模式」（ARIC Model），作為結合教師能動性、韌性與跨文化合作的師資培育制度創新。此模式透過研究導向學習、跨身分師徒共學及臺日沉浸式跨國合作，建構「研究—實踐—對話—再反思」的專業生成循環。研究發現，跨文化與跨角色情境能觸發能動性，專業社群支持韌性生成，並促進人力、社會與決策資本的動態累積。本研究指出，此模式為具理論推論與制度可操作性的動態模型，使跨國師資培育由單次經驗轉化為支持教師長期專業發展的結構條件，對臺灣及國際師資培育改革具有重要啟示。

In an era of globalization and intensified governance, teacher education must address how professional growth can be sustained under uncertainty. Drawing on Hargreaves and Fullan’s theory of professional capital, this paper introduces the ARIC Model (Agency, Resilience, International, Community) developed at National Tsing Hua University as an innovative approach to international teacher education. Enacted through research-oriented learning, mentor-mentee co-learning, and immersive Taiwan-Japan collaboration, the model forms a research-practice-dialogue-re-reflection cycle that activates teacher agency and fosters resilience through professional communities. These processes support the dynamic development of human, social, and decisional capital, reframing international teacher education as a structural condition for sustained professional growth.