國際文憑教師證照學程實施之個案研究－以國立臺灣師範大學為例

Abstract

國立臺灣師範大學（簡稱臺師大）在2018年成為臺灣唯一獲得國際文憑組織推薦認證的師資培育大學，推動國際文憑教師證照學程（簡稱IBEC學程）。本研究目的有三：（1）探究臺師大推動IBEC學程的目標、支持性條件與特色。（2）探究臺師大IBEC學程的推動策略、運作情形與挑戰。（3）分析臺師大IBEC學程師資生的教師信念轉變情形。本研究為個案研究，採用立意取樣，研究對象為臺師大推動IBEC學程的教授、行政人員與IB實習合作學校的校長、主任，以及修習國際文憑中學課程（MYP）國際教育領域的師資生。採用深度訪談、參與觀察、文件分析、反思札記等方式蒐集與分析研究資料。本研究發現： 一、臺師大校內行政支持與校外IB學校夥伴合作推動IBEC學程，目標是在地培育IB國際教師，強化師資生的多元教學能力。 二、臺師大IBEC學程接軌在地課綱發展需求與國際IB課程趨勢，建構國際學習文化脈絡，增加師資生跨學程學習效益。 三、臺師大IBEC學程兼採海外跨境與在地國際化策略，建立國內外IB實習合作學校的互惠夥伴關係。 四、臺師大持續調整IBEC學程推動策略，因應師培課程認證與全英語教學實務挑戰。 五、發展與建構臺師大IB教師圖像與專業素養，可供其他師培大學推動IBEC學程與國際師培課程規劃之參考。 六、臺師大IBEC學程的學習歷程有助於促進師資生教師信念轉變，培養國際情懷與多元教學能力，促進專業成長。

本研究依據研究結論，對政策端、師培大學、師資生以及未來相關研究，提出具體建議供參。

In 2018, National Taiwan Normal University (NTNU) became the only teacher education university in Taiwan recognized and certified by the International Baccalaureate Organization (IBO), leading to the launch of the International Baccalaureate Educator Certificate (IBEC) program. This study aims to achieve three objectives: (1) to explore the goals, supportive conditions, and distinctive features of NTNU's IBEC program; (2) to investigate the strategies, operational practices, and challenges associated with the program's implementation; and (3) to analyze transformations in teacher beliefs among pre-service teachers enrolled in the program. This case study adopts a purposive sampling method, with participants including NTNU professors and administrative staff involved in the IBEC program, principals and directors from IB partner schools, and pre-service teachers specializing in the international education field within the Middle Year Programme (MYP). Data were collected and analyzed through in-depth interviews, participant observations, document analysis, and reflective notes. The main findings are as follows:1. NTNU's IBEC program is supported by internal administrative resources and collaboration with IB partner schools, with the aim of cultivating local IB educators and enhancing pre-service teachers’ teaching diversity and competencies. 2. NTNU's IBEC program aligns with the developmental needs of Taiwan's curriculum guidelines and international IB curriculum trends, fostering an international learning environment and enhancing cross-program learning outcomes for pre-service teachers. 3. The program adopts both internationalization abroad and internationalization at home strategies, establishing reciprocal partnerships with domestic and international IB schools for practicums.4. Continuous adjustments to the program’s implementation strategies address challenges related to teacher education certification and English-medium instruction.5. The development of IB teachers’ image at NTNU and their professional competencies serves as a model for other teacher education universities in promoting IBEC programs and designing international teacher training curricula.6. NTNU's IBEC program promotes transformations in pre-service teachers’ teacher beliefs, fosters international-mindedness, and enhances teaching adaptability and skills, facilitating professional development.

In conclusion, this study offers recommendations based on its findings for government agencies, teacher education universities, pre-service teachers, and future researchers.