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單位介紹 Unit introduction

緣起 origin

本校為因應教育改革及師資培育多元化之時代潮流,於民國八十七年九月向教育部申請開辦「中等學校教師教育學程」,並獲准於八十九學年度開始招生。九十學年度再度榮獲教育部核准開設「幼稚教師教育學程」。除培育具備純熟教育專業知能之中等學校及幼兒園教師外,並提供各級在職教師提昇專業知能之進修管道,恪盡教育工作者為國家培育優秀人才之社會責任。

In response to the trend of education reform and the diversification of teacher training, the school applied to the Ministry of Education in September 1987 to open the "Secondary School Teacher Education Program", and was approved to start enrollment in the 89 school year. In the 90th academic year, it was once again approved by the Ministry of Education to open the "Preschool Teacher Education Program". In addition to cultivating middle-class school and kindergarten teachers with proficient educational expertise, it also provides channels for in-service teachers at all levels to enhance their professional knowledge, fulfilling the social responsibility of educators to cultivate outstanding talents for the country.

組織概況 Organization Overview

本中心置與任教學科專長相符之專任教師至少六名,職員若干名,並得視實際業務需要,於學校總員額內調充。中心置主任一人及教學、實習、推廣、研究四個工作規劃小組。中心主任由校長聘請專任副教授以上教師兼任,負責綜理本中心業務等。工作規劃小組分別負責相關業務之規劃與執行:

一、教學組:負責規畫教育專業課程及評鑑教學成效。

二、實習與就業組:負責修讀教育學程之學生至教育實習機構實習之輔導事務,並協助學生與教育實習機構建立良好之互動關係。

三、推廣組:負責地方教育輔導工作之推廣,並協助相關學校教育輔導工作之進行。

四、研究組:負責學術研究的規劃與實施,統整師生的專長,推展各項研究計劃之進行。

The center has at least six full-time teachers and a number of staff that match the teaching subject expertise, and may be transferred from the school's total staff according to actual business needs. The center has one director and four work planning teams for teaching, internship, promotion, and research. The director of the center is hired by the principal to serve as a full-time associate professor or above, and is responsible for the overall management of the center's business. The work planning team is responsible for the planning and execution of related businesses:

1. Teaching group: Responsible for planning education professional courses and evaluating teaching effectiveness.

2. Internship and Employment Group: Responsible for the counseling affairs of students who are enrolled in the education program to the educational internship institution, and assist the students to establish a good interactive relationship with the educational internship institution.

3. Promotion Team: Responsible for the promotion of local education and guidance work, and assist the relevant school education and guidance work.

4. Research group: responsible for the planning and implementation of academic research, integrating the expertise of teachers and students, and promoting the conduct of various research plans.

教育目標 Educational goals

(1)具備充分的中等及幼兒園教師教育專業知能。

(2)具備純熟中等及幼兒園教師教育專業實踐能力。

(3)具備省思、創造思考、問題解決能力。

(4)具備且遵行中等及幼兒園教師教育專業倫理。

(1) Possess sufficient professional knowledge of secondary and kindergarten teacher education.

(2) Possess the professional practice ability of skilled middle school and kindergarten teachers.

(3) Possesses the ability of reflection, creative thinking, and problem solving.

(4) Possess and obeys the professional ethics of secondary and kindergarten teacher education.

教學特色 Teaching characteristics

本中心以培育具備豐富的教育專業知識、高尚的品德情操,傑出的領導能力並富有創造思考及解決問題能力的中學及幼兒園優良師資為教育目標本。目前中心培育之中等學校(國中、高中及高職)各科師資計有家政等19類科及幼兒園教師。規劃之教育專業課程具有以下特色:

1.培養具備藝文專長的中等學校及幼兒園教師:

 本校屬性特別著重藝術與人文,目前設置有生活科技學院、設計學院、藝術學院、管理學院、旅遊學院等五學院,無論在師資、設備及學術研究能力上,皆具備培養中等學校教師及幼兒園教師的能力。

2.重視師資生遴選機制,選拔品德淳良學生從事教育志業:

 師資培育遴選機制周全,首先篩選品德淳良,成績優異的學生參加初試(筆試),再經由嚴格複試(面試),以甄選出具備健全的人格、有愛心、耐心,有領導力、良好表達力並具備主修學科專長,適合從事教育工作的學生,施以教師職前教育。

3.注重課程規劃與統整課程的專業能力:

 在中教學程方面,本師資培育中心培養學生具備統整且專精的國中領域課程與高中職共同學科、職業群科等的教學能力,可以勝任國中及高中職教師之需求。在幼教學程方面,除了培養學生具備統整各學派課程設計與教學能力外,更融合本校藝術、民生、設 計專長,能充分符合未來幼托整合後幼兒園的實際需求。

4.重視服務學習的品德與人文教育:

 本校學風良善,創校以來極為重視品德及人文之陶冶。師資生在修讀教育學程過程中,至少必須有64小時前往社會福利機構、弱勢團體、老人安養、教育機構等,進行服務學習活動,這是修讀教育學程結業不可或缺的必要條件,以確保學生具備高度的服務熱誠,以作為未來成為優良教師的最佳保證。

5.重視教育專業能力:

 為配合現代化社會以及學校教育體制需要,教育宜為具自主性、獨特性、專業性及兼具藝術性工作。本中心於中教學程部分,以培養中等教師專業的能力,期勉修習者能把握基本教學原理,熟稔中等學校各學科教材教法,並能兼備個別及團體輔導、班級經營、處理學校行政事務等能力為主要目標;於幼教學程部分,以培養學生具備教育之專業能力,期勉修習者能把握基本教學原理,除了熟稔幼兒園教材教法,並能熟悉幼兒身心發展與輔導、班級經營、性別教育、科學教育、生命教育、環保教育、親職教育以及處理幼兒園行政事務等能力為主要目標。

6.培育具有健全人格特質的「全人人師」:

 教育不同於一般輔導或訓練,而著重在培育兼備「教育愛、專業力、執行力」的中學及幼兒園師資,教師為學生價值之引導者,責任極為重大。

 本校師資培育中心以「良師興國」為己任,倡導師道傳統,引導修習者體認為人師表的深刻意義。

The center aims to cultivate excellent teachers in middle schools and kindergartens with rich educational expertise, noble morals, outstanding leadership skills, and creative thinking and problem-solving abilities. At present, the center cultivates middle school (junior high school, high school and higher vocational school) teachers in various subjects including housekeeping and other 19 subjects and kindergarten teachers. The planned education professional courses have the following characteristics:

1. Train secondary school and kindergarten teachers with arts and literature expertise:

The attributes of this school are particularly focused on the arts and humanities. Currently, there are five colleges including the School of Life Science and Technology, the School of Design, the School of Art, the School of Management, and the School of Tourism. All of them have the ability to train secondary school teachers and kindergarten teachers in terms of teachers, equipment and academic research capabilities. Ability.


2. Attach importance to the selection mechanism of teachers and students, and select students with good morals to engage in education:

The teacher training and selection mechanism is comprehensive. Firstly, students with good moral character and excellent grades are selected to participate in the initial test (written test), and then undergo a rigorous re-examination (interview) to select a sound personality, caring, patient, leadership, and expressive. With major subject expertise, suitable for students engaged in educational work, pre-service teacher education.


3. Focus on curriculum planning and professional ability to integrate courses:

 In terms of the middle school teaching process, this teacher training center trains students to have integrated and specialized middle school curriculum and high school vocational common subjects, vocational group subjects and other teaching abilities, so that they can be qualified for the needs of middle school and high school teachers. In the kindergarten teaching process, in addition to cultivating students to integrate the curriculum design and teaching ability of various schools, it also integrates the school's arts, people's livelihood, and design expertise, which can fully meet the actual needs of the kindergarten after the integration of the kindergarten in the future.


4. Emphasize the moral and humanistic education of service learning:

 The school has a good style of study. Since the establishment of the school, it has attached great importance to the cultivation of morality and humanities. During the course of education, teachers and students must have at least 64 hours to go to social welfare institutions, disadvantaged groups, nursing homes for the elderly, educational institutions, etc., to conduct service learning activities, which is an indispensable necessity for the completion of the education program Conditions to ensure that students have a high degree of enthusiasm for service, as the best guarantee of becoming a good teacher in the future.


5. Emphasize the professional ability of education:

 In order to meet the needs of modern society and the school education system, education should be independent, unique, professional and artistic work. In the middle school course part, the center aims to cultivate the professional abilities of secondary teachers. Those who expect to learn can grasp the basic teaching principles, are familiar with the teaching methods of various subjects in secondary schools, and are able to provide both individual and group tutoring, class management, and handling school administrative affairs. The main goal is to cultivate students’ professional abilities in education. In addition to being familiar with kindergarten textbooks and teaching methods, they are also familiar with children’s physical and mental development and guidance, class management, Gender education, science education, life education, environmental protection education, parental education, and the ability to handle kindergarten administrative affairs are the main goals.


6. Cultivate a "holistic teacher" with sound personality traits:

 Education is different from general counseling or training. It focuses on cultivating middle school and kindergarten teachers who have both "educational love, professional ability, and execution ability." Teachers are the guides of students' values, and their responsibilities are extremely heavy.

 The teacher training center of our school takes "good teachers to rejuvenate the country" as its mission, advocates the tradition of teachers' morality, and guides the practitioners to believe that the profound meaning of being a teacher.

未來發展 future development

根據「台南應用科技大學師107-109學年度校務發展計畫」擬訂本中心之發展目標如下:

1.近程  (1)培育中等學校專業職前教師及幼兒園專業職前教師。

     (2)提昇師資生教師資格檢定考試及教師甄試通過率。

     (3)落實教學實習及教育實習。

     (4) 舉辦創意教學計畫及創意教學媒體及教具製作比賽。

2.中程  (1)教師專案研究計畫補助件數增加。

     (2)著重師資生服務學習的品德、人文教育與創意思考能力

     (3)具備高度的服務熱誠及具有實務經驗,以培養實踐理論的能力

3.長程  (1)規劃健康創意的生活

     (2)使設計創意融入文化產業

     (3)將ICT結合文化創意與管理理論及實務

     (4)進而以藝術能力和知識應用於生活與思維

According to the "Tainan University of Applied Sciences 107-109 School Affairs Development Plan", the development goals of the center are formulated as follows:


1. Short-term    (1) Cultivate professional pre-service teachers in secondary schools and professional pre-service teachers in kindergartens.

                   (2) Increase the passing rate of teacher qualification examinations and teacher selection examinations for teachers and students.

              (3) Implement teaching practice and education practice.

                    (4) Organize creative teaching plans and creative teaching media and teaching aid production competitions.


2. Mid-range    (1) The number of subsidies for teacher project research projects has increased.

               (2) Emphasizes the morality, humanistic education and creative thinking ability of teacher and student service learning

               (3) Have a high degree of service enthusiasm and practical experience to cultivate the ability to practice theory

3. Long-term    (1) Planning a healthy and creative life

                   (2) Integrate design creativity into the cultural industry

               (3) Combine ICT with cultural creativity and management theory and practice

                  (4) then apply artistic ability and knowledge to life and thinking

預期成效 Expected results

1.近程  (1)培育優秀專業教師,以利考取正式教職,順利通過教師檢定及教師甄試。

     (2)藉由培育專業素養及進行教育實習增進考取教師檢定及教師甄試能力,提升師資生在實習過程中問題  解決的能力

     (3)掌握師資生就業狀況,以利分析目前教師職場狀況。

2.中程  (1)配合教育政策申請各部會機關研究計畫、爭取研究經費補助,完整理想教師圖像及師培中心專業設備。

     (2)提升「創造力」專業能力,以增加教師市場競爭力。

3.長程  (1)結合夥伴學校進行攜手計畫,連結全國教育資源,建立健全教師進修資源網絡,以利培育專業優質師資。

1. Short-term    (1) Cultivate outstanding professional teachers to facilitate the admission of formal teaching positions, and successfully pass the teacher certification and teacher examination.

                  (2) By cultivating professional qualities and conducting educational practice to enhance the ability of teacher certification and teacher screening, and improve the ability of teachers and students to solve problems during the internship process

                  (3) Grasp the employment status of teachers and students in order to analyze the current situation of teachers’ workplaces.

 
2. Mid-range    (1) Cooperate with the education policy to apply for research plans of various ministries and agencies, and strive for research funding subsidies, complete the ideal teacher image and the professional equipment of the teacher training center.

                (2) Enhance the professional ability of "creativity" in order to increase the competitiveness of teachers in the market.

 
3. Long-term    (1) Jointly plan with partner schools, link national education resources, establish and improve teacher training resource network, in order to cultivate professional and high-quality teachers.

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