教師專業及其制度化之歷史發展

The historical development of teacher professionalism and its institutionalization

黃嘉莉(Jia-Li Huang)

指導教授 ： 楊深坑博士

國立臺灣師範大學/教育學院/教育學系/博士(2002年)

摘要

本研究旨在以專業社會學理論與歷史制度論為基礎，透過文獻分析及理論分析，針對英、美兩國教師專業制度發展的歷史，探討教師專業制度對教師專業的影響與衝擊。
根據文獻分析與理論分析教師專業理念與其制度化後，結論如下：
壹、實踐層面
一、政府在維持與提昇教師專業有其影響力，相對的也會因制度設計不週而影響教師專業的建立。
二、教師專業制度的設置，往往會因為社會需要而有替代制度，影響教師專業的建立。
三、教師專業知識為建立學術研究的成就與理論價值，在大學為生產教師專業知識之主流的架構下，忽略教師針對實際教學知識的研究。
四、師資培育與教師專業知識隨著時代而發展不同的模式，在能力取向下教師專業知識的理論科目不受重視，加大理論科目與實際教學之間的距離。
五、教師證書的授予必須掌握師資培育的許可、師資培育的實施、教師檢定三關卡。
貳、社會文化層面
一、透過專業社會學的發展觀點，發現教師專業理念是隨歷史階段而有不同的意義與功能。
二、教師專業理念隨著時代不同而有不同的意涵，雖有負面的評價，但是教師專業仍具有促動革新的價值。
三、回顧教師專業制度的歷史，制度形成與否對於教師專業理念的形成有關鍵的作用，但是制度形成後的結果卻與原提升教師專業的目的不同。
四、政府主導教育改革的意義與價值，使得教師專業制度多配合其政策而改變，忽略建立教師專業制度的完整性與一貫性。
五、教師專業制度是公共性的議題，政府的主導性優於教師專業團體，教師專業並未建立具獨佔性的領域。
六、因教師專業並無排外的資本，促使教師專業制度成為政治角力的場域，政治力的彰顯使得教師專業的實質發展受到忽略。
七、回顧教師專業理念的發展，教師往往被視為是技術性與不受信任的社會文化影響，使得教師專業制度多著重管理教師。
八、教師專業制度受到政治、經濟、社會、文化的影響，並未發展出屬於教師工作特殊性的專業實踐文化。

關鍵字

教師專業 ； 制度化 ； 專業社會學 ； 師資培育 ； 教師證書

並列摘要

This study attempts to expound the historical development of teacher professionalism and its institutionalization through documentary and theoretical analysis. After scrutinizing the historical development of teacher professionalism and its institutionalism, the analysis of exploring their growth and decline will be discussed.
The findings of the study are summarized as follows:
I. Practical dimension
1. Teacher professional institutions established by government will influence the development of teacher professionalism.
2. Teacher professional institutions have influenced the development of teacher professionalism because of the alternative way for responding social needs,
3. The mainstream of producing knowledge in higher education neglects the practical knowledge produced by daily-teaching teachers.
4.The approach of competence-based teacher education not only neglects the theoretical subjects of teacher professional knowledge but also enlarges the distance between theoretical subjects and practical teaching process.
5. Teacher certificates have to examine through the accreditation of teacher education, the practice of teacher education, and the teacher examination.
II. Social and cultural dimension
1. Throughout the development of professional sociology, there are different meanings and functions of teacher professionalism.
2. Teacher professionalism has its values of promoting innovations.
3. When reviewing the history of teacher professional institutions, we find that the final outcomes after being re-institutionalized are often different from the original aims of teacher professionalism.
4. Because the government control and decide the meanings and values of educational policies alone, teacher professional institutions are thus often changed with the trends of educational policies. This obviously neglects the wholeness and consistency of teacher professional institutions.
5. The issues of teacher professional institutions belong to public area; there leaves no space for teacher professionalism.
6. Because it is hard to have exclusive knowledge, the practices of teacher professionalism are controlled by politics.
7. Owing to the institutional embeddedness of teachers’ technicality and untrustworthiness, teacher professional institutions are emphasized to manage teachers.
8. As the impacts of political, economic, social, and cultural factors, teacher professional institutions haven’t developed their special practical cultures of teacher professionalism.
Based on the above-mentioned findings, the suggestions are proposed for the teacher professional institutions in R. O. C.

並列關鍵字

teacher profession ； institutionalization ； professional sociology ； teacher education ； teacher certification