台灣師資培育政策發展及因應之研究

The Comparative Study about the Taiwanese Teacher Education Policy Development.

黃惠秀(Hui-Shiu Huang)

指導教授 ： 楊國賜

淡江大學/教育學院/教育政策與領導研究所碩士在職專班/碩士(2008年)

https://doi.org/10.6846/TKU.2008.00090

摘要

本研究之主要目的有五：一、瞭解台灣師範教育的沿革與發展；二、探究歐美國家師資培育政策發展之特色；三、探討台灣師資培育政策發展的轉型過程；四、分析台灣師資培育政策發展面臨的問題；五、探究台灣師資培育政策發展的因應措施及成效。
為達成以上之研究目的，本研究兼採文件分析法與專家座談會，以使研究結果更臻完善。首先，透過文獻資料的蒐集，針對台灣師資培育政策發展的緣起背景、發展沿革、相關政策、相關問題、實施成效、因應措施描述分析與解釋，接著再進行專家座談會，將所得資料分析整理加以研究。最後，本研究綜合文件分析法與專家座談會所得之資料，獲得結論歸納如下：
一、 面對全球化衝擊應重視師資培育政策轉型之利基。
二、 須進行長遠規劃以利師資培育政策之健全發展。
三、 檢討師資培育政策發展應充分反映社會現象及市場之需求。
四、 參酌歐美等國家師資培育政策發展之特色及經驗，以提升師資培育素質。
本研究建議如下：
一、 對中央主管教育行政機關之建議
（一）應通盤檢討與重整，以期建構整體、進階、專業的師資培育體系。
（二）應建立長遠師資供需評估機制與師資人力資料庫之有效督導機制。
（三）應具體規劃「專業標準本位」的師資培育政策發展平台。
二、對師資培育機構之建議
（一）應建全師資培育機構「保優汰劣」的體質。
（二）讓師資培育機構妥善規劃並發展師資培育相關的專業課程。
（三）師資培育機構應提供永續發展的專業進修環境。

關鍵字

師資培育政策 ； 封閉政策 ； 開放政策 ； 折衷政策

並列摘要

According to the subject of this study, the main purposes were as follows:
1. To understand the history and development of Taiwanese teacher education.
2. To research the characteristics of the western teacher education policies and development.
3. To discuss the transforming process of Taiwanese teacher’s education policy development.
4. To analyze the problems of the current Taiwanese teacher education program.
5. To explore the effectiveness of the Taiwanese teacher education program and policy development.
In order to achieve the above purposes, this study used document analysis and
expert forum to clarify and compare the Taiwanese teacher education policies and development.
Firstly, through the research of literature collection, specifically based on the development of Taiwanese teacher education’s background, development of history, policy, related-problem and related match factors with explanations, followed by an expert forum. Lastly, from the comprehensive document analysis and information from the expert forum, the conclusions of the study were as follows:
1. Due to the impact of the globalization, importance should be attached to teacher education policy restructuring niche.
2. To carry out long-term planning to help improve teacher education policy development.
3. Review of teacher education policy development should fully reflect social phenomena and the market needs.
4. Refer to Europe and the United States and other countries teacher education policy development, characteristics and experience to enhance the quality of teacher education.
The recommendations made from the conclusions were as follows:
A. Recommendations for the Central authority of the Education administration:
1. To review and restructuring with a view to build a whole, advanced and professional teacher training system.
2. To establish a long-term supply and demand of teachers and teacher evaluation mechanism of human resources of effective supervisory mechanisms.
3. To build the specific planning of a “Professional standards-based” teacher education policy development platform.
B. Recommendations for the teacher education institutes:
1. To build a teacher education institution with a “The Best” attitude.
2. To let teacher training institutions plan and develop professional education-related courses.
3. To provide sustainable development of professional education environment for teacher training institutions.

並列關鍵字

Teacher training policy ； Closure policy ； Open policy ； Compromise policy

參考文獻

徐南號(1993)。台灣教育史之回顧與展望。台北：師大書苑。

張春興(2003)。師範教育與教師專業發展。教育研究月刊，第105期。

陳奎熹(1998)。我國師資培育制度變革之分析。台北：國立教育資料館。

陳益興（2006）。我國師資培育政策發展趨勢。載於國立臺北教育大學教育學院。

參考文獻