美、澳、星三國小學師資培育課程與認證制度對我國啟示之探討

師資培育為專業化的歷程，師資培育課程在其中所扮演的角色與功能，更是重要的環節之一。本研究主要目的為探討我國師資培育課程發展，並以美國、澳洲及新加坡的師資培育機構為例，分析其小學師資培育課程與國家認證制度對我國師資培育課程之啟示。研究結果發現，臺灣小學師資培育課程改革受限於歷史路徑依賴的舊習、包班制概念不清，未能以多學科的能力作為小學師資培育課程的主軸、實踐課程未能階段性且持續性地落實於實際教學場域，以及師資培育評鑑無法確保各校課程實施前是否符合國家規範、實習與教師檢定考試無法發揮課程修習之加乘效果。最後根據三個國家之經驗，提供國內師資培育課程制度革新之啟示，包括：重視師資培育課程品質保證機制，確保課程實施前的品質；強化師資生具備國民小學包班與學習領域之學科知能專業能力；階段性且持續性地增加教育實踐之機會；依據課程性質與重要性，建立適切的學習結構。

關鍵字

小學師資培育課程；師資培育；課程認證

並列摘要

The cultivation of teachers is a professional process, and the role of the teacher education curriculums is one of the crucial factors. This study aimed to understand the development of Taiwan's primary school teacher education curriculums as well as to analyze the teacher education curriculums and accreditation systems in the United States, Australia, and Singapore. The results indicated that reforms to Taiwan's primary school teacher training curriculums are limited by the old habits of historical path dependence and that the course fails to plan for the basic teaching abilities required for preservice teachers. The practical curriculum has not been implemented in a phased and continuous manner, and the teacher training assessment does not ensure that the school curriculum complies with national regulations before implementation. Finally, the relevant experience in the three included countries provides a reference for improving domestic teacher education - including the need for attention to the teacher education quality assurance mechanism, the strengthening of qualifications for primary school preservice teachers' proficiency, the application of theory at the educational scene in a phased and continuous manner, and the establishment of an appropriate learning structure based on the nature and importance of the course.

並列關鍵字

primary school pre-service teacher education ； teacher education ； curriculum accreditation

參考文獻

王佳琪、宋世祥（2019）。設計思考融入職前師資培育課程之實施與成效：以適性教學為例。教育科學研究期刊，64（4），145-173。【Wang, C.-C., & Sung, S.-H. (2019). The “adaptive instruction” course as an example of the application and evaluation of a teacher education program course incorporating design thinking. Journal of Research in Education Sciences, 64(4), 145-173. 】

符碧真、黃源河（2016）。實地學習：銜接師資培育理論與實務的藥方？教育科學研究期刊，61（2），57-84。【Fwu, B.-J., & Hwang, Y. R. (2016). Field-based experience: A solution for the theory-practice divide in teacher education?. Journal of Research in Education Sciences, 61(2), 57-84. 】

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陳舜芬、丁志仁、洪儷瑜（1996）。師資培育與教師進修制度的檢討。教育研究集刊，37，39-　100。【Chen, S., Ding, C.-J., & Hung, L. (1996). Evaluation on teacher education and teachers' in-service training. Bulletin of Educational Research, 37, 39-100. 】

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美、澳、星三國小學師資培育課程與認證制度對我國啟示之探討

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