Title: The Development of Teacher Performance Indicators for 21st Century Teaching and Learning: Implications from International Baccalaureate Philosophy and Practice
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Oral Presentation
Authors:
Chen Hsiao-lan, National Taiwan Normal University, Taiwan
Abstract:
As the global trend, preparing students with 21st century skills and core competences has been the central educational concerns in many counties. There are great demands for preparing teachers with global perspectives and capacities for competency-oriented teaching and learning. To meet the needs of preparing competent teachers for implementing newly reformed competence-oriented curriculum in Taiwan, applying the implications learned from International Baccalaureate philosophy and pedagogical practices, this study aims to develop teacher performance indicators of quality teaching for competency-oriented curriculum. The research purposes include: (1) to examine the required knowledge, skills, and dispositions for competency-oriented teaching and learning based on IB philosophy and practices; (2) to construct teacher performance indicators for constructing a competency-oriented teaching performance framework, (3) to understand teachers’ attitudes toward the indicators and reactions to the framework, and (4) based on research findings to provide suggestions for updating Taiwan teacher performance indicators and teacher education programs. Based on document analysis, delphi method, and focus group interview, this paper will first discuss the needed knowledge, skills, and dispositions of a 21st century teacher for competency-oriented teaching and learning; then address the implications and ways of incorporating IB philosophy and practices into the development of teacher performance indicators for competency-oriented teaching framework; and finally provide recommendations for the revision of existing teacher professional performance indicators as well as possible applications in teacher education. It is hope that this paper can contribute to the construction of more relevant teacher performance indicators to guide teachers for 21st century teaching and learning.
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