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    題名: 從教師專業能力內涵與師資培育課程之落差論台灣推動專業標準本位師資培育之困境
    The Gap between Teacher’s Profession Competency and Teacher’s Pre-service Education and Its Implication for the Development of Professional Standard-based Teacher Education in Taiwan
    作者: 湯家偉;曾友貞
    Tang, Chia-wei;Zeng, You-zhen
    貢獻者: 教育學院
    關鍵詞: 中等師資培育課程;專業標準本位的師資培育;教師專業能力
    Curriculum of junior high school teacher`s education;Professional standard-based teacher education;Teacher`s profession competency
    日期: 2017-01
    上傳時間: 2022-09-19 15:19:11 (UTC+8)
    摘要: 臺灣在教育市場化與師資多元化之訴求下，於1994年公布實施《師資培育法》，將一元封閉的師資培育轉型為多元開放的自由市場。這樣的鬆綁對於專業標準本位的師資培育之理念以及教師專業能力的養成會產生何種影響，本研究擬藉由師範大學與一般大學之師資培育中心所開設的課程比較，進行探討。本研究發現包括：一、臺灣師資培育中心課程較大比重仍在傳統教師教學專業能力的培養；二、一般大學的師資培育課程開課數量較傳統師範體系大學略多，且觸及到的教師專業能力面向略廣；三、師培中心在與他人合作以及行動研究兩個專業能力面向之課程較為缺乏；四、師資生課程選修制度之設計，可能會導致教師培育多元化取向與標準本位取向的矛盾。
    Responding to the call for educational marketization and diversification of teacher education, the announcement of Teacher Education Act in 1994 has transformed the teacher education in Taiwan into an open diversified market. In this context current study aims to compare the course structure provided by teacher education centers in normal universities and the others to explore what impact the deregulation might have had on the implementation of professional standard-based teacher education. The main findings can be summarized as follows: pre-service teacher education in Taiwan still put more emphasis on the cultivation of teaching competency than others; the courses provided by teacher education center in nonnormal universities in average present more variation than in normal universities. Among the dimensions of teacher competency, ‘cooperating with others’ and ‘action research’ are less or not taken into account in Taiwan’s pre-service teacher education. Moreover the current course registration policy could lead to the conflicts between the ideas of deregulation and professional standard-based teacher education.
    關聯: 教育研究月刊, No.273, pp.34-47
    資料類型: article
    DOI 連結: https://doi.org/10.3966/168063602017010273004
    DOI: 10.3966/168063602017010273004
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