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返回卷期清單 (32卷4期(特刊主題：回應永續發展理念的科學教育) / 2024 / 12)
32卷4期(特刊主題：回應永續發展理念的科學教育)
/
2024 / 12
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pp. 431 - 462
DOI:
建構臺灣教師永續發展教育素養架構與指標之研究
Research on Constructing the Framework and Indicators of Sustainable Development Education Competencies for Teachers in Taiwan
152
1406
作者
何昕家 Shin-Jia Ho
(國立臺中科技大學通識教育中心 Department of Center for General Education, National Taichung University of Science and Technology)
林玟伶 Wen-Ling Li *
(臺灣師範大學永續管理與環境教育所 Graduate Institute of Sustainability Management and Environmental Education, National Taiwan Normal University)
陳韻彤 Yun-Tong Chen
(臺中市五權社區大學 Taichung Wu Chyuan Community College)
何昕家 Shin-Jia Ho
國立臺中科技大學通識教育中心 Department of Center for General Education, National Taichung University of Science and Technology
林玟伶 Wen-Ling Li *
臺灣師範大學永續管理與環境教育所 Graduate Institute of Sustainability Management and Environmental Education, National Taiwan Normal University
陳韻彤 Yun-Tong Chen
臺中市五權社區大學 Taichung Wu Chyuan Community College
中文摘要

綜觀聯合國推動永續發展教育十年計畫(DESD，2005-2014)以及2015年提出永續發展目標(Sustainable Development Goals, SDGs)，聯合國教科文組織(UNESCO)強調教育是實踐永續發展的重要途徑，一致呼應經濟合作與發展組織(OECD)提出2030關鍵核心素養(E2030 Conceptual Framework: Key Competencies for 2030)，強調培養學生關鍵素養的重要性。教師作為永續發展教育的推動者，同時也需具備相應素養。本研究利用模糊德爾菲法建構臺灣教師永續發展教育素養指標，以環境和學校倡議(Environment and School Initiatives, ENSI)建立的CSCT模式(Curriculum, Sustainable development, Competences, Teacher training) (Sleurs, 2008)，整合UNECE模式(United Nations Economic Commission for Europe)(2012)、UNESCO( United Nations Educational, Scientific and Cultural Organization)永續發展教育素養評量工具(2018)和Millican(2022)提出的RSP框架(A Rounder Sense of Purpose)，發展臺灣教師永續發展教育素養指標。研究經兩次模糊德爾菲法收斂，最終建構出包含跨域知識、道德價值、系統思考、情緒感知和行動實踐等五大構面共46項指標，作為永續發展教育師資培育參考。

英文摘要

The United Nations initiated the Decade of Education for Sustainable Development (DESD, 2005-2014). In 2015, it introduced the Sustainable Development Goals (SDGs). UNESCO underscores education as a pivotal avenue for advancing sustainable development, while the OECD's 2030 Conceptual Framework emphasizes the criticality of fostering key competencies in students. Teachers, as proponents of sustainable development education (SDE), are also required to possess corresponding competencies. This study employs the Fuzzy Delphi Method to construct indicators for Taiwanese teachers' SDE competencies, drawing on the CSCT model established by the Environment and School Initiatives (ENSI) (Sleurs, 2008), and integrating the UNECE model (2012), UNESCO's SDE competency assessment tools (2018), and the RSP framework proposed by Millican (2022) to develop　the indicators of Sustainable Development Education Competencies for Teachers in Taiwan. Through two iterations of the Fuzzy Delphi Method, the study ultimately formulates 46 indicators spanning five dimensions: transdisciplinary knowledge, moral values, systems thinking, emotional awareness, and action-oriented practices, thereby serving as a benchmark for teacher training in SDE.

中文關鍵字

永續發展、永續發展教育、永續發展教育素養、師資培育、素養

英文關鍵字

Sustainable development, sustainable development education, sustainability competencies in education, teacher education, competencies