Developing Teacher Performance Indicators for 21st Century Competency-Oriented Teaching and Learning: Implications From IB Philosophy and Practices

Hsiao Lan Sharon Chen*, Helen Jou, Shi Ping Lin, Iwan A.J. Sianturi

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

Purpose As the global trend, there have been great demands for preparing teachers with professional vision and capacities for 21st century teaching and learning. In Taiwan, due to the newly reformed 2019 competency-oriented curriculum with all its necessary renewal of pedagogical practices, there have also been enormous calls and emphasis for the cultivation of 21st century knowledge, skills and dispositions within teachers. Since the International Baccalaureate programs already reflect many essential pedagogical principles of teaching for 21st century skills in its philosophy and practices, many education stakeholders have considered exploring these IB principles for their applicability to 21st century competency-oriented teaching and learning demands. Drawing on implications from IB philosophy and practices, this study aims to develop a framework of teacher performance indicators that promotes quality teaching and learning for 21st century skills. It is intended, in this paper, to explore the essential features of 21st century teaching and learning; to address reflectively on the dynamic procedures and methods applied in the construction of teacher performance indicators; and to provide suggestions on utilizing the framework for teacher appraisal and professional development. Main Theories or Conceptual Frameworks Not applicable. Research Design/Methods/Participants In order to draw implications from IB philosophy and practices for the construction of indicators for 21st century competency-oriented teaching performance, in this study– in addition to analyzing IB documents-group judgment techniques, including panel discussion, focus group interview, and Delphi survey, were employed to extract views and feedback from experienced IB practitioners as well as a panel of IB experts. After the framework of teacher performance indicators was constructed, field tests were conducted among local non-IB teachers to assess the appropriateness and applicability of the framework. Research Findings or Conclusions To make the framework more effective for preparing teachers with capacities for 21st century teaching and learning, we learned from the IB experts and practitioners that the performance indicators must be grounded in the 21st century skills and competencies– emphasizing holistic development of abilities and skills not only in the cognitive domain (e.g., critical thinking, inquiry-based learning) but also in the interpersonal and intrapersonal domains (e.g., communication, collaboration, selfmanagement, cultural awareness); and stressing reflective cultivation of the dispositions of open-mindedness and flexibility. To prevent confusion and misapplication of the framework, it is important, through group deliberation processes among stakeholders, to establish a consensus on the connotation and interpretation of performance standards and indicator items. Further, to implement the 21st century teaching performance indicators framework more constructively, as teachers stressed, the framework should be contextualized and used in a positive, nonjudgmental, teacher-directed manner rather than in an external or top-down manner, and it should be introduced as a diagnostic tool for identifying strengths and limitations and for building professional growth plans by and for teachers. Theoretical or Practical Insights/Contributions/Recommendations This study is a preliminary effort in Taiwan’s research on developing teacher performance indicators for teaching 21st century competency-oriented curriculum. The final framework of “Teacher Professional Standards and Performance Indicators for 21st Century Competencies” derived from this study can provide reference for the planning of education programs for teacher professional development, and be used as an appraisal medium to assess, monitor, and improve teachers’ performance and capacities in teaching. It is believed that this framework can be adopted in IB school systems, schools in Taiwan and in other geographical locations, spurring the creation of practical international analogues and thus assisting in the understanding of teacher capacities required for 21st century teaching across the globe.

原文英語
頁(從 - 到)87-127
頁數41
期刊Bulletin of Educational Research
70
發行號4
DOIs
出版狀態已發佈 - 2024 12月 31

ASJC Scopus subject areas

  • 教育

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