落實教師專業發展與制度設計

我們不能用過去所學的知識，教育現在的學生去適應未來的社會，只有教師成為一個終身學習者，才能真正培養出終身學習的公民，教師自身的覺知與意識，還有適當的激勵作用與制度設計，可以促進教師的專業發展。

本期主編：黃月純／嘉義大學教育行政與政策發展研究所教授

• 聯合國《兒童權利公約》於幼教師專業發展的實踐與展望 The Practice of the Convention on the Rights of Children in Preschool Teacher Training and Professional Development
• 教師社會地位與專業發展之國際比較 International Comparison of Social Status and Professional Development of Teachers in Taiwan
• 教師專業發展：以促進學生理解之教學為進路 Teacher Professional Development: Approaches of Teaching for Robust Understanding
• 中國中小學教師職稱制度之分析 Analysis on Professional Title System of Primary and Secondary School Teachers in Mainland China
• 臺灣中小學教師換證制度設計之構思 A Study on the Design of Teacher License Renewal System for Elementary and Secondary Schools in Taiwan
• 韓國教師循環輪調制的設計與啟示 Design of Korean Teacher Rotation System and Its Implications
• 以詮釋結構模式與層級分析法探討師徒功能之研究 Investigating Apprenticeship Functions by Using Interpretive Structural Modeling and Analytic Hierarchy Process
• 教育領導研究的國際合作發展趨勢：形成中的國際專業學習社群及其省思 The Trends of International Cooperation in Educational Leadership Study: International Professional Learning Community and Its Reflections
• 臺灣應導入IB國際文憑課程成為融入全球文化的2030雙語國家（下） Taiwan Should Implement the IB Programme to Become a Bilingual Nation by 2030 and Culturally Integrate into the Global Community, Vol. 2
• 學習歷程檔案