Transcript PowerPoint 簡報 - 教育統籌委員會 Education Commission

EC Annual Report, December 11, 2004
教師專業發展
Professional Development
師訓及師資諮詢委員會主席 程介明
Kai-ming Cheng
Chairman, Advisory Committee on Teacher Education and Qualifications
學生學習素質
繫於教師！
Quality Teacher for Quality Learning!
優秀教師善於學習！
Quality Teachers are Learning Teachers!
教師專業素養 Teachers’
Capacity
• 學科知識 “Subject matter”
• 自學能力 Capacity of Lifelong Learning
• 基本素質 Basic intellectual attributes
學術學位
A Degree
• 教學專業認知 Science & art of learning and teaching
專業資格
• 學生成長認知 Knowledge of student development
Professional
• 變革能力 Capacity to change
Qualification
• 專業態度道德 Professional attitudes and values
• 人際交往能力 Capacity of social interactions
專業見習
Workplace
Internship
• 持續學習創新 Continuous learning, adaptation and innovations
專業持續發展 Continuing Professional Development
教師專業發展階段
Teachers’ Professional Development
Initial
職前
Education
Intern初職
ship
Continuing Professional
在職 Development
教師專業能力理念框架
Initial
Education
Internship
Continuing Professional Development
Teacher’s Competencies Framework
教師專業能力理念框架 Teacher’s Competencies Framework
學校發展範疇
教與學的範疇
School
Development
Professional
Community
Student
Teaching
Develop&
ment
Learning
Basic Values
專業群體及
服務範疇
學生發展範疇
專業基本價值
Teacher Competencies Framework
Teaching and Learning Domain
Student Development Domain
School Development Domain
Professional Relationships and
Services
 Subject Matter Knowledge
-command of subject matter
knowledge
-updating of subject matter
knowledge and search for new subject
knowledge
-sharing and exchange of subject
teaching practice
 Curriculum and Pedagogical

Students’ Diverse Needs in
School

School’s Vision and Mission,
Culture and Ethos

-understanding students’ diverse needs
-identifying and supporting students’
diverse needs
-collegial collaboration in identifying
and supporting students’ diverse needs
 Rapport with Students
-awareness of the importance of
establishing rapport with students
-building trust and rapport with
students
 Pastoral Care for Students
-providing pastoral care for students
-collegial collaboration in providing
pastoral care
 Students’ Different Learning
-adaptation to school vision and mission,
culture and ethos
-actualisation of school beliefs, vision and
mission
-cultivation of a caring and inviting school
climate
-contribution to reviewing school vision
and mission, as well as promoting school
culture and school image
 Policies, Procedures and Practices
-understanding school goals and policies
-implementation of school policies,
procedures and practices
-formulation of school policies, review of
procedures and practices for continuous
school development
 Home-School Collaboration
-understanding students’ family
background
-communication with parents
-involvement in parent-related activities
-building trust with parents for further
school development
 Responsiveness to Societal Values
-working relationships with
individuals
-working relationships with groups
-working relationships within formal
structures
 Teachers’ Professional
Content Knowledge
-command and application of
pedagogical content knowledge
-curriculum design, implementation
and improvement
-updating and sharing of pedagogical
content knowledge
 Teaching Strategies and Skills,
Use of Language and Mulit-Media
-knowledge and application of
teaching strategies and skills
-language proficiency
-motivation of student learning
through different teaching methods
and multi-media
-research and dissemination on
teaching strategies and skills
 Assessment and Evaluation
-student assessment methods and
procedures
-use of student assessment results
-evaluation and review of teaching
and learning programmes
Experiences
-participation and implementation
-planning and organization
-whole person development of students
and Changes
-awareness and knowledge of societal
changes in relation to their impact on
school
-responsiveness to societal changes and
issues related to social values
Collaborative Relationships
within School
Development
-sharing of knowledge and good
practices with others
-contribution to teachers’ professional
development
 Involvement in Policies
Related to Education
-awareness and knowledge of policies
related to education
-responsiveness to policies related to
education
-contribution to policies related to
education
 Education-related Community
Services and Voluntary Work
-interaction with the broader
community
-participation in education-related
community services and voluntary
work
SIX CORE VALUES THAT UNDERPIN THE WHOLE FRAMEWORK
belief that all students can learn andhave a
right to realize their potential
love and care
for students
respect for
diversity
diligence, commitment and
dedication to the profession
collaboration, sharing
and teamspirit
BASIC PREMISE: THE PERSONAL GROWTH AND DEVELOPMENT OF TEACHERS
passion for continuous learning,
self-reflection and excellence
教師專業能力理念框架
Teacher Competency Framework
• 作為理念根據 as
a framework
• 作為「地圖」 as a map
• 作為規劃參考 as a tool for long-term planning
Continuing Professional Development
持續專業發展
文件 (2003)
《專業的學習、學習的專業》
Towards a Learning Profession (2003)
– 三年試行
– 軟指標150 小時
–兼顧進修實踐
–學校為本要求
3 year trial
Soft target: 150 hrs/3 yr
Study/Practice
School-appropriate
Continuing Professional Development
持續專業發展
《專業的學習、學習的專業》
Towards a Learning Profession (2003)
初步反應 Initial responses
• 建立不靠指標文化
No hard audit
• 初步調查超過指標
Initial survey encouraging
Hours not a major concern
Quality & Effectiveness
• 時數不是努力方向
• 以素質、效果為重
Continuing Professional Development
持續專業發展
《專業的學習、學習的專業》
Towards a Learning Profession (2003)
專業發展活動 CPD Activities
• 學術課程
Academic programmes
• 校際交流
Interschool sharing
• 專業研討
Seminars/Talks/workshops
Staff Development
Research & Development
• 校內進修
• 研究發展
• …………
Continuing Professional Development
學術課程
Academic
Programmes
Continuing Professional Development
研討會
Seminars/Talks
Continuing Professional Development
校際交流
Inter-School
Activities
Continuing Professional Development
同儕分享
Sharing
Continuing Professional Development
專業會議
Professional
Conferences
Continuing Professional Development
研究與規劃
Research &
Planning
Continuing Professional Development
持續專業發展
《專業的學習、學習的專業》
Towards a Learning Profession (2003)
指導小組 Steering Committee
• 監察全港進展 Overseeing
•
•
•
•
and steering developments
發掘成功案例 Identification of Success Stories
推廣交流經驗 Dissemination of Good Practices
發展多元模式 Demonstration of multiple models
營造專業文化 Facilitation of a professional culture
Initial
Education
Initial
Education
如何為新教師準備未來挑戰？
How do we prepare teachers for new challenges?
• 研究 Research
– 教師觀感 Teachers’ perceptions of the present
– 發展前瞻 Delphi study of the future
– 先例研究 Case study of advanced cases
• 指導小組 Steering
•
Committee
專業諮詢 Consultative Committee
Internship
如何讓新教師融入學校現實？
How to adapt new teachers to the school reality?
• 初步設想 Initial thinking
– 一年為期, 註冊前提 One year leading to Registration
– 工作記錄, 導師輔導 Portfolio facilitated by Mentors
– 專設組織, 全盤監察 Monitored by external authority
• 基本結構工作組 Task Force for Infrastructure
• 專業要求工作組 Task Force for Professional Criteria
學生學習素質
繫於教師！
Quality Teacher for Quality Learning!
優秀教師善於學習！
Quality Teachers are Learning Teachers!
Thank you!