| 摘要: | 本研究旨在探討國外大學推動教師教學培訓課程之經驗以供我國參考，選取英國、澳洲、紐西蘭、香港、新加坡五國各三所，共十五所頂尖大學，分析各大學所開設高等教育教學訓練課程之內涵，訪談其中五所大學教學發展單位主管，以蒐集各國大學發展教學培訓課程之經驗，並訪談國內九所大學之教學發展專責單位主管，瞭解我國高等教育環境實施教學培訓課程需考量之面向。研究結果發現外國高等教育教學培訓課程可分為長期認證課程和短期培訓課程，其課程設計過程嚴謹，內容強調實用性，呈現方式多元化是為其特色；雖具有正向成效，然而亦有教師重研究輕教學的態度和課程增加工作負擔之主要難題。我國大學目前的教學專業發展以演講和教學相關經驗分享為主，未來若要發展教學培訓課程，宜以我國高等教育背景和需求為基礎，強化課程內容與師資的專業性，增加教師參與運用和互動交流的機會，以提高教師參與的意願和實施成效。
The purpose of this study is to give suggestions for developing academic teaching profession in higher education in Taiwan. To achieve this, this research selected the top three universities each in Australia, New Zealand, Singapore, Hong Kong, and the United Kingdom. After interviewing the managers of the teaching training programs in these universities, the content and the experience of carrying out the programs have also been collated as well as the teaching certificate programs got compared. In addition, nine managers of the teaching development centers in Taiwan universities were interviewed and their opinions of the practicability of teaching training program in Taiwan's academia were collected, too. It was found that the teaching training programs offered by the sample universities were divided into long-term teaching certificate programs and short-term teaching training programs. The process for developing the program was holistic, the contents were practicable, and the teachers were all encouraged participating in the program. The results showed a high level of effectiveness in these programs. However, the challenges lie with the attitude that teachers focus more attention on research than teaching and with a belief that the teacher's workload would definitely increase during conducting the program. In Taiwan, organized speeches and workshops are the most prevalent events in teaching development. It hence can be concluded that if a university wants to develop sounding programs of teaching training for her faculty, the programs should be based on the teachers' backgrounds, as well as on their needs. They should also be professional and full of rich contents in all the program lectures. Moreover, increasing the teacher participation, making the programs more practicable, motivational, and interactive to increase the program effectiveness are also necessary. Based on the findings, some further suggestions have been proposed, too, for the higher education in Taiwan. |
