國民小學教育實習與教師資格檢定制度回應性評估之研究

The Responsive Evaluation of Education Internship and Teacher Certification Systems of Elementary Schools

陳漢峻(HAN-CHUN CHEN)

指導教授 ： 陳金貴

國立臺北大學/公共事務學院/公共行政暨政策學系/碩士(2011年)

摘要

我國在民國2002年大幅修訂公布《師資培育法》，其中對國民小學教育實習以及教師資格檢定制度產生許多重大變革，賦予了教育實習與教師資格檢定制度嶄新的風貌，但也引起了許多爭議。本研究旨在運用回應性評估觀點，利用文獻分析法分析出我國目前國民小學教育實習與教師資格檢定制度的運作現況以及所存在的各項問題，並從目標達成度、政策內容適當性以及執行能力三項評估構面，對政策規劃者、政策執行者、政策輔導執行者以及政策標的人口共10位利害關係人進行深度訪談，目的在於了解利害關係人對於實習與檢定制度的主張、關切與議題，並匯集利害關係人意見，了解政策規劃者的回應程度，以及政策規劃者與利害關係人意見之間所產生的落差。
根據訪談結果分析，本研究發現如下
一、在目標達成度方面：
(一)教育實習制度對「連結教學理論與實務」、「熟練教學技能」以及「情意培養與成長」有一定
之幫助，惟在「熟練行政技能」則是有其侷限。
(二)教育實習目標的達成除了要有效落實制度以外，體系中的參與者如何操作更是關鍵。
(三)教師的基本素質涉及層面廣泛，並無法用教師資格檢定考制度來全面確保。
(四)教師資格檢定制度對於儲備教師數量的控管有一定的作用。
二、在政策內容適當性方面：
(一)要提供給實習生一個完整的實習歷程，半年的實習時間稍嫌不足。
(二)法規上對實習生定位有明確之規定，但仍缺乏對實習生權利義務詳細且強制的規定，導致各
實習學校作法之差異。
(三)取消實習津貼使實習生產生情感面上之反彈。
(四)教師資格檢定之方式無法有效測出應試者教學技能與心理態度。
(五)教師資格檢定時間造成實習生實習期間之壓力，並影響實習輔導教師的實習輔導計畫。
(六)教師資格檢定考一年僅舉辦一次造成實習生上下學期分配不均並影響下學期實習生權益。
(七)先檢定後實習的順序相較於現制，更受利害關係人所肯定。
三、在執行能力方面：
(一)目前缺乏對實習輔導教師遴選、評鑑跟獎勵的明確法令規定，影響實習輔導教師執行輔導工
作之效果。
(二)師資培育中心執行業務所需經費稍嫌不足外，其他執行者認為在執行業務人力資源以及行政
所給支援充足，執行者彼此之間的溝通無礙，有助於順利執行工作。
(三)執行人員對本身執行工作表示正向肯定之態度，皆表示工作足感來自於實習生的進步。
最後，根據研究發現提出政策建議以供政策規劃機關作為以後制度變革的參考。

關鍵字

回應性評估 ； 教育實習制度 ； 教師資格檢定制度

並列摘要

Following the〝Teachers Education Act〞promulgated in 2002,it have made a number of major changes of education internship and teacher certification systems of elementary schools, but it also have produced many debates. The study is in a responsive evaluation perspective, using literature analysis to find the operation status and the problems of education internship and teacher certification systems of elementary schools nowadays. The study evaluate the systems of three aspects: goal attainability level、appropriateness of the policy and implement capability, and employed in-depth interview to ten stakeholders. The objective of the study is to understand stakeholders′ claims, concerns and issues, collecting stakeholders′ claims, concerns and issues, to understand policy planners′ responsive level and the gap between policy planners and other stakeholders.
According to the results and analysis, the findings of this study are summarized as follows:
1.In the goal attainability level aspect:
(1)Education internship system has a great help in enhancing students link teaching theory and practice master teaching skills and Affective training and growth, but it was limited in mastering administration skills.
(2)To achieve system targets, implementation of education internship system is necessary, but the key is how the participants operate the system.
(3)The coverage of basic qualities for a teacher need is too broad, it can not be ensured only by teacher certification system.
(4) Teacher certification system has great effect in controlling the number of reserve teachers.
2.In the appropriateness of the policy aspect:
(1)To provider students a complete training course, half a year of training time is insufficient.
(2)Interns′ definition is clearly defined by act, but it is lack of the mandatory provision of interns′ rights and obligations, causing there are differences in school practices.
(3)Because of canceling internship allowance, interns generate some negative reactions.
(4)Teacher′ Teaching skills and mental attitude can′ be tested effective by teacher certification.
(5)The time of teacher certification test causes interns′ pressure, and affects mentor teachers′ internship assistance program.
(6)Teacher certification test is held once a year that affects the quantity of interns in a unbalance distribution between last and next semester, and it affects the interns′ rights and interests who is in next semester.
(7)Compared to the current system, practice first and certification next is more commended by stakeholders.
3.In the implement capability aspect:
(1)It is lack of explicit regulations for selection、evaluation and award of mentor teachers, affecting the effect upon implementing assistance work.
(2)The funding of center for teacher education in colleges are insufficient slightly, the other executors think it is sufficient of human resources and administrations′ supports, the communications of executors are smooth, and it is very helpful for implementing works.
(3)The executors express positive attitude for their implement works, they express their job satisfactions are from interns′ progress.
Finally, based on the conclusions, there are some suggestions as a reference of futures′ systems for policy planning authorities.

並列關鍵字

Responsive Evaluation ； Education Internship System ； Teacher Certification System

參考文獻

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