基礎教育學報



開放與卓越──台灣師資培育的改革與發展

1996.第6卷第1及2期(Vol. 6 Nos. 1 & 2).pp. 1–10
 

開放與卓越──台灣師資培育的改革與發展

Towards Liberalisation and Excellence: Teacher Education Reform and Development in Taiwan

歐用生(Yung-Sheng OU)

摘要

近年來,台灣的師資培育歷經熱烈的討論以後,已擬訂了新的制度和架構。目前台灣的師資培育已由一元邁向多元,並呈現下列特色:由單一的師範院校培養走向由所有大學院校共同負責;由公費培養走向公自費並行;由培養和任用合一走向嚴格篩選及評估資格與能力後再加以任用的方式。

師資培育的這些改革旨在追求「開放」與「卓越」兩大目標。開放的含義是鬆綁、多元和參與;而卓越的含義是事業、自主和增權。開放與卓越成為當前師資培育的發展方向,無論是制度設計、課程發展、教學實施和實習措施等,都以此為指標。

本文分成三部分:首先分析師資培育改革的背景,其次探討師資培育制度改革的內涵及其問題;最後闡述師資培育的發展方向。

Abstract

Recently, teacher education in Taiwan has undergone a significant reform after stages of heated debates and discussions. With the pendulum of reform swinging from closedness to openness, the recent teacher education reform has manifested the following features: from single type of provider of initial teacher training offered exclusively by teachers colleges and universities to multitypes of providers of initial teacher training provided by all types of colleges and universities; from government-supported teacher education to the dual system of government-supported and self-supported teacher education; from a design of combination of initial teacher training and subsequent obligatory teacher position appointment to teacher position appointment by careful screening and assessment of teacher qualifications and teaching competencies.

The above aspects of teacher education reform have aimed to pursue the dual ideals of liberalisation and excellence. Liberalisation means deregulation, provision of multitypes of providers of initial teacher training, and participation, while excellence means professionalization, autonomy, and empowerment. Liberalisation and excellence are the criteria by which the present new system of teacher education design is judged, including the system design itself, curriculum development, instructional design, and student teaching practice.

This paper is comprised of three parts. First, background of teacher education reform is analyzed. Second, reform of teacher education system and its inherent problems are investigated. Finally, new directions for teacher education for teacher education are delineated.