本文主要目的為透過文獻分析,探討多元文化師資培育之理念、台灣多元文化師資培育的現況及美國多元文化師資培育之實務,最後針對台灣現況提出建議。而目前台灣多元文化師資培育現況為教師或校長具備正向之多元文化教育信念,而理念與實踐仍有落差;少數師資培育者以敘事研究方式呈現進行多元文化教育課程的歷程。而美國推展多元文化師資培育實務為課程採用多種模式混合;多數以文化團體知識為內容且採用多種教學策略。再者,部分師資培育機構進行典範轉移,有循序漸進與事先計劃二種,主要阻礙是師資培育者的保守抗拒態度;至於多元文化師資培育對教師的影響則有不同結果。最後,對我國推展多元文化師資培育提出建議,包括:融入參與社區的現場經驗、重視教師自我意識探索,提升多元文化教育課程與教學知能,及師資培育者應再教育等。
Through literature survey, the paper is to explore the theories and practices of multicultural teacher education in Taiwan and the U. S. A., and then to make recommendations for the relative practices in Taiwan. At first, the content of multicultural education and multicultural teacher education is explored. Secondly, the state of the art of multicultural teacher education in Taiwan is explored: teachers and principals have positive perception on multicultural education, but there's still a gap between their perception and practice; a few teacher educators present their experience of implementing multicultural education through narrative inquiry. Thirdly, the state of the art of multicultural teacher education in American teacher education programs is presented: the government and professional organizations support multicultural teacher education; the curriculum is implementing in mixed approaches; the most common focus is on the knowledge about cultural groups; in the process, some teacher education programs make a paradigmatic shift in the preplanning approach or the natural progressing approach; the major obstacles to implementing multicultural teacher education is the teacher educators' conservative attitudes; the effects of multicultural teacher education on teachers' attitudes and skills are mixed. Finally, the recommendations are made for the relative practices in Taiwan.