本研究旨在探究台灣光復後師資培育制度發展之各個層面。本研究以文獻探討與文件分析法,針對台灣光復後師資培育制度之演變脈絡與現況、國外師資培育制度之概況、當前師資培育制度之相關問題與因應策略進行研究分析,並提出結論與建議,以供教育行政機關之參考。 依據研究發現,歸納出以下結論: 一、 台灣師資培育制度由1945年至1994年之一元封閉走向1994年後之多元開放。 二、 國外師資培育制度深具特色值得借鏡,包括分階段考試、初任教師制度及分級或換證制度。 三、 當前台灣師資培育制度面臨師資供需失衡、教師生涯發展不完善、缺乏師資培育專責單位、教育實習執行面成效不彰,以及教育經費比率過低等困境亟待解決。 綜合上述研究結論,本研究提出以下建議: 一、 建立師資數量機制與教師素質提昇的均衡關係,以達「優質適量」、「保優汰劣」之目標。 二、 建立完整教師生涯發展系統,提供教師專業永續發展。 三、 盡速成立師資培育專責單位,以統整師資培育相關業務。 四、 規劃完善實習制度,以培育出優秀教師人才。 五、 增加教育經費預算,以改善師資培育之困境。
The purpose of this study was to explore the aspects of teacher education system in Taiwan since the Restoration. By adopting literature review and document analysis method, the study mainly focused on the development context of teacher education in Taiwan since the Restoration and overview of current teacher education in Taiwan, profiles of teacher education from oversea evolution, current issues relevant to teacher education in Taiwan as well as effective strategies to the same issues. The conclusions and suggestions of the study were revealed and can be provided for the Education Administration as reference. The conclusions of this study were induced as follows: 1. Teacher education system in Taiwan since the Restoration shifted from a one channel, planned cultivation system to a diverse channels, reserved cultivation one. 2. There are some distinguishing features of teacher education overseas and they are worthy of note, including the phased examination, beginning teacher program, teacher career ladder program or teacher certificate upgrading system. 3. Current teacher education system in Taiwan faces the challenges and needs timely actions, including imbalance between teacher supply and demand, imperfect teacher career development, lack of national agency in charge for teacher education affairs, ineffective execution of practical training, as well as the low ratio of education funding. Based on the above, the main suggestions of this study were as follows: 1. Seek the balance between mechanism of the number of teachers and teacher quality improvement so as to meet the targets of “less quantity and more quality” and “preserving the superior and eliminating the inferior”. 2. Establish the complete teacher career development system in order to offer sustainable development circumstance. 3. Set up a national agency only responsible for teacher education as soon as possible so as to govern related affairs. 4. Plan the practical training system maturely in order to cultivate excellent teachers. 5. Increase education funding for coping with the challenges that current teacher education system faces.