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Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Life Education is the property of Life Education Center, National Taiwan University & Taiwan Life Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Curriculum Studies / Kecheng Yanjiu is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

雙語教育所欲培養的雙語能力常被認為是跨文化溝通的基礎，而教育部在其「中小學國際教育白皮書2.0」將雙語課程納入臺灣國際教育的架構中，著眼的正是基本語言溝通能力之養成。然而，本文的立論基礎在於雙語教育是否能協助學生培養跨文化素養所需之溝通能力，必須正視雙語教育處在哪個階段。因此，本文首先對臺灣雙語教育政策的發展進行梳理，並說明其在學校體系中推動時所面對的挑戰；其次剖析臺灣目前的雙語教育能量與培養跨文化溝通目標間的距離；文末提出 雙語教育的發展應奠基在現場的真實狀況，將腳步站穩並發展跨文化溝通能力之後，未來才有可能變成跨文化素養之助力。 The language proficiency fostered by the promotion of Bilingual education is often considered as the foundation of intercultural communication. In the White Paper on International Education in Primary and Junior High Schools 2.0, the bilingual curriculum is part of the structure of international education in Taiwan because language is essential for intercultural communication. However, the argument of this paper is on whether bilingual education is a pushing force to advance intercultural communication relying on the developmental stage that bilingual education is in. This paper starts by mapping out the context of bilingual education and the challenges it faces in the Taiwanese school system. Then, the gap between current bilingual education and intercultural competence is explicated. At the end of this paper, it is suggested that bilingual education has to be rooted in the Taiwanese school system well first to cultivate intercultural communication capacity so that it could be the foundation of intercultural competence.

Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

教育理論與實務的落差，是師資培育長久未解的問題。我國於1995 年施行《師資培育法》迄今，理論與實務間的連結，未見明顯改善。一項有15國參與的跨國評比指出，我國國中、小學實習教師認為大學所學與中、小學現場的契合度，分居倒數第三及第二名。近年來教育部推動「實地學習」，期能縮短理論與實務的落差，增加師資生實務教學能力。本研究指出「移植西方理論」及「技術理性」的師資培育模式，帶來我國師資培育理論與實務的雙重鴻溝。實地學習政策如未能對症下藥，恐難發揮效果。本研究提出「建構包含儒家文化的理論模型」及採取「務實師資培育模式」，以縮短雙重鴻溝，希望引發討論，為長久的沉痾找出解決之道。 The theory-practice divide has been a long-standing concern in the field of teacher education. This concern has not been addressed in Taiwan since the promulgation of the Teacher Education Act in 1995. An international comparison study reported that the degree of the theory-practice divide in Taiwanese teacher education was the largest of the 15 participating countries. To narrow the divide and enhance student teachers’ practical abilities, the Taiwanese Ministry of Education has recently launched a policy of promoting field-based experience. The present paper argues that the theory-practice divide originated from the transplantation of Western theories and the teacher-training model of technical rationality. If field-based experience cannot address these causes, it is not a solution for bridging the theory-practice divide. This paper proposes establishing Confucian-culture-inclusive theory and implementing more realistic teacher education practices to narrow the divide between theory and practice. These actions are proposed to promote discussion about the solutions to this long-standing problem.

近年來，隨著時代的變遷及社會人口結構的改變，教育改革聲浪呼聲四起，而教師因居教改成敗之關鍵，其專業發展與素質便受到前所未有的重視及關注。面對社會大眾對教師專業知能的盼望與期待，我國應在師資培育職前教育階段提前儲備職前教師的專業知能，以迎接未來教育職場的挑戰。問題本位學習（Problem-Based Learning, PBL）強調理論與實務的連結、問題解決技能、同儕合作、自我導向學習及專業知識的建構，其特性非常適合應用於我國目前對職前教師專業發展的期待。本文首先論及我國師資培育職前教師專業發展的危機與挑戰；其次，探討PBL之意涵與特性，提出PBL 於師資培育職前教育應用之理論基礎；接著，以PBL 之原理與應用為基礎，試圖提出PBL 於師資培育職前教育之實施歷程及功能與限制，以供我國應用之參考；之後，探究國外PBL 於師資培育職前教育之應用，以做為我國之借鏡；最後，透過文獻的探討及國外的經驗，提出PBL 於師資培育職前教育應用之展望做為結語。冀望透過本文之探究，能引起國內師資培育機構、師資培育者與相關教育單位對師資培育職前教育之重視，並根據我國師資培育職前教育的背景脈絡與時代需求，將PBL 教學模式應用於師資培育職前教育之中，進而建全職前教育的課程規劃與品質，符應教育改革對教師專業發展的期待。 In recent years, many people said that education has to reform with the changes of times. Because teachers are the key to a successful educational reform, the public pays close attention to teachers’ professional development and quality. To face the expectation of teachers' profession from society, our country should cultivate pre-service teachers' specialty earlier in teacher education stage. Let teachers can face continuing challenges in the future. The problem-based learning pedagogy emphasizes the connection between theory and practice, the skills of problem solving, the working in collaborative groups, self-directed learning, and the constructing of professional knowledge .These characteristics are very suitable for applying to the present teachers' professional development in our country. The purpose of this paper is to analyze the crises and challenges of pre-service teacher's professional development in our country and to explore the meaning and characteristic of PBL. This paper also tries to focus on the functions and limitations of PBL and the application of PBL in pre-service teacher education. In conclusion, through the exploration of documents and foreign experiences, I recommend the application of PBL in pre-service teacher education in the future.

本文旨在透過歷史研究、檔案文件分析探討德國師資培育認證制度之源起背景、立法與政策、認證機構之組織結構、認證標準、實施過程及結果之運用。並對德國師資培育認證制度利弊得失做批判性的分析，據以擬具可行建議，作為改進我國當前師資培育認證制度之參考。受到《波隆那宣言》建立歐洲高等教育區之影響，以及國際高等教育品質保證潮流之衝擊，德國為回應國內提升師資素質之訴求，在立法上規定建立師資培育學程須先經認證，爾後並以5 年為週期重新認證。認證機構與實地執行評鑑機構分立為兩個層級的認證體制。大學學程設置之一般標準由「德國學程認證基金會」研訂，師資培育專業標準由「各邦文教部長會議」研訂。實施過程標準化，未通過認證之師資培育學程，限期改善，否則撤銷。德國師資培育認證度雖有立法明確、評鑑與認證機構功能區分清楚、標準嚴密、認證過程透明等優點，惟有以下缺失：與傳統國家考試制度及師資培育體制仍有調適上之困難、評鑑機構與認證機構之協調有待加強、訪評專家遴選不易、經費負擔沉重。據上研究結論，本文提出五項建議，以改進我國當前師資培育評鑑體制。 Through historical approach and documentary analysis, this paper attempts to offer a critical analysis of teacher education accreditation system in Germany. First of all, the influential factors of the establishment of German teacher education accreditation system are discussed from historical and international perspectives. A critical analysis of the two-layered accreditation system, the Foudation for the Accreditation of Study Programmes in Germany and the certified Evaluation Agencies, follows sequently to show the organizational structures and their missions of those two level institutions of German accreditation. Criteria for the accreditation of Evaluation Agencies, professional standards of teacher education and accreditation process are expounded consecutively to demonstrate the uniqueness, transparency and objectivity of teacher education accreditation system in Germany. Finally, this paper is concluded with a critical evaluation of German teacher education accreditation system with a view to proposing recommendations for the betterment of teacher education evaluation in Taiwan.

本文從政策社會學的觀點出發，首先說明市場化論述的特徵，分析我國師資培育政策文本內含之市場化論述，之後再借重英國的改革經驗和國外學者對其之批判，作為反思我國師資培育改革之能量。研究結果指出，我國的師資培育市場化論述是由「多元開放」、「需求」、「專業」三股政策論述彼此妥協和互動下的產物，而修訂通過的師資培育法即是這些政策論述互動下的共同產物。最後，本文指出運用市場邏輯於師資培育政策時的警惕：(1)容易忽略民主協商的價值。(2)確保教育市場機制健全運作的困難。(3)無法保證多元師資的培育。 This paper discussing the market discourse from the view of policy sociology can be divided into three parts. Firstly, the researcher illustrates the features of the market discourse and reviews the critiques about the education reform affected by the market discourse. After that, the paper synthesizes the recent reform in teacher education policy in Taiwan and reviews market discourse in the official documents. Finally, it shows that the policy discourses－diversity, demand, and specialty－merged into the market discourse. The Teacher Education Policy is the effect of the market discourse and the critical reflections on that are: (1) the democratic deliberation is likely to be ignored; (2) the regular operation of the market mechanism is difficult to be assured; (3) the diversification of teacher quality cannot be guaranteed.

自 1990 年以降，標準本位 (standard-based) 師資培育為世界師資培育發展趨勢。我國教育部 2016 年公布《中華民國教師專業標準指引》，落實標準本位師資培育，教師專業標準成為發揮引領師資職前教育以及在職教師專業發展的功能。本研究除透過文獻以探究美國、英國及我國教師專業標準內容之外，另外，實施 2 回合德懷術問卷，以了解專家學者、主管教育行政機關主管及中小學校長等 12 位專家學者，對我國教師專業標準適切性、落實情形，以及未來改善方向之看法。本研究結論如下： 一、我國 10 項教師專業標準，呈高度適切性。 二、我國教師專業標準落實情形，由高至低分別為專業實踐、專業知能、專業投入。 三、《中華民國教師專業標準指引》尚有滾動式修正的必要，未來可修正並持續實踐，以落實標準本位師資培育的政策。 四、建議未來教師專業標準修正可增加內涵有 : 具備素養導向教學能力；校訂課程發展與實踐能力；配合師資培育白皮書實施「教學軌」，以利教師展現協作與領導能力；以及增訂教師針對第二專長授課領域進行專業成長等標準。 Since 1990 standard-based teacher education has become the world's teacher education development trend. In 2016, the Ministry of Education of Taiwan announced the Guidelines for Teacher Professional Standards of the Republic of China to establish standard-based teacher education. Teacher professional standards have the functions of enhancing the quality of pre-service teacher education and the professional development for in-service teachers. The purposes of this study are to analyze the appropriateness and implementation of Taiwan’s teacher professional standards and explore the future revision direction of these standards. This study also examined the professional standards of teachers in the United States, the U.K., and Taiwan through a literature review and conducted two rounds of a Delphi technique questionnaire survey to gather the consensus of 12 experts, who include scholars, supervisors of educational administrations, and primary school principals. The conclusions of this study are summarized as follows. 1. Ten teacher professional standards in Taiwan have high appropriateness. 2. The ranking of the implementation status of teachers' professional standards in Taiwan is professional practice, professional knowledge, and professional input. 3. Taiwan’s Guidelines for Teacher Professional Standards need to be revised regularly. In the future, schools can also revise and continue to practice and implement the policy of standard-based teacher education. 4. It is recommended that a revision of the professional standards in the future can add the following: Possess competence-oriented teaching ability, enhance the curriculum development and practical abilities of the school, establish a teaching track proposed in Teacher Education White Paper, demonstrate collaboration and leadership skills, and update the teachers’ professional growth regulations for second expertise.

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

新課綱強調核心素養，是史上最大規模的課程改革，自108 學年度起上路。為培育新課綱所需的師資，2017年公布的《師資培育法》規定教育部要訂定「教師專業素養指引」及「師資職前教育課程基準」。師資培育機構須根據這些規定，自行規劃課程，並自108 學年度起實施，這對師資培育機構是很大的挑戰。本研究探討兩個問題：一、新課綱強調「核心素養」，新《師資培育法》強調教師「專業素養」，一時之間素養成為「顯學」，究竟何謂「素養」？ 有無同時適用於中、小學教育及教師專業的素養定義？素養為何如此重要？二、師資培育機構該如何規劃職前教育課程，以培育新課綱所需的師資？本研究指出素養包括「功能性素養」及橫跨各學科的「共通性能力」，藉由知識與真實情境的連結，可培養素養，並減少學生「學這要幹嘛」及「學這有何用」的疑問，以提升學習動機。此外，本研究根據學理，提出國立臺灣大學「探究式─素養導向的師資培育」理想芻議，希望拋磚引玉，引發學界對話，為108 學年度新課綱及新師資培育課程同步實施做好準備。 A large-scale curriculum reform for K-12 education that emphasizes the cultivation of core competencies will be launched in 2019. To prepare future teachers for this reform, teacher education institutions (TEIs) are required to restructure their curriculum by 2019 in accordance with the “core competencies for teachers” and “standards for pre-service teacher education” specified by the new Teacher Education Act. “Core competencies” has become a jargon commonly used in discussions of K-12 and teacher education; however, its definition remains unclear. This paper investigated (1) whether a common definition of core competencies exists for both K-12 education and teacher education, and why core competencies have reached their current level of prominence; and (2) how TEIs have restructured their new curriculum to meet K-12 educational requirements. The results revealed that core competencies are defined as functional literacy and transversal competence, linking academic knowledge to real-life experience. Moreover, National Taiwan University proposed a restructuring of the teacher education curriculum based on theoretical reasoning of teacher education. It is believed that clarifying the definition of core competencies and the proposed plan may provoke discussions among educators in TEIs regarding implementing a curriculum reform in 2019 for both K-12 education and teacher education.

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究旨在建構師資生閱讀理解策略課程模式，並探討此課程模式對師資生的影響。本課程融入學習責任移轉模式，針對理解監控及課文大意策略，建構出二層次四階段的課程模式，分別為學習策略及策略教學等二層次，以及認知、演練、實踐及省思等四階段，各階段皆採小組協同學習。本研究由研究者及4 位閱讀種子教師組成課程發展小組及9位師資生接受課程培訓，採質性研究方法蒐集相關資料，進行分析後，研究發現可歸納為三點：一、學習責任移轉模式，有助於師資生習得閱讀理解策略及教學；二、課程規劃實作，讓師資生更加掌握兩策略；三、小組協同學習，讓師資生得到支持的力量，增進對兩策略的瞭解。最後，針對閱讀理解策略的課程發展與實施提出建議。 This paper aims to construct a curriculum model on reading comprehension strategies, and to explore the effects of this curriculum model for pre-service teachers. Based on a gradual release of responsibility model, the constructed curriculum model consisted of two levels and four stages. The two levels were related to learning strategies on reading comprehension and the corresponding teaching strategies; the four stages were cognition, rehearsal, practice, and reflection. Participating pre-service teachers were engaged in group collaborative learning during each of these four stages. A curriculum development group was formed in this study, consisting of the researcher and 4 elementary seed teachers. Using the developed curriculum as the instructional materials, the researcher invited 9 pre-service teachers to participate in this study. Based on the collection and analysis of qualitative data, the research findings are concluded as follows. 1) The gradual release of responsibility model appeared to be helpful for pre-service teachers learning the reading comprehension strategies and how to teach them. 2) The practice stage of the curriculum model provided opportunities for pre-service teachers to master reading comprehension strategies. 3) Through group collaborative learning, pre-service teachers gained support to enhance their understanding of reading comprehension strategies. Finally, suggestions are provided in terms of curriculum development and practice for reading comprehension strategies.

自1990 年代被宣告為一門研究領域以來，師資培育始終呈現出一種多元學科而非孤立的領域樣貌。可是，究竟體育師資培育在整個師資培育領域中被放在什麼位置上呢？本研究即是為了回應這個提問而書寫的，目的在於瞭解體育師資培育研究的現況，以及10 年內它在整個師資培育知識圈內的定位與趨勢。研究資料為2001-2010 年間發表於《教學與教師教育》期刊的853 篇研究論文，並以發表年代、教師生涯階段、研究議題及研究方法論為構面，採取量化內容分析法將之進行歸納。結果證實，體育師資培育研究正處於師資培育領域中合法的但邊緣的地位，文末將針對此種現象的涵義以及未來體育師資培育研究的建議進行討論。 Teacher education has been considered multidisciplinary since it first became a field of inquiry in the 1990s. However, the relationship between physical education teacher education (PETE) and the larger field of teacher education remains undefined. To determine this relationship, this study aimed to understand the status quo of research on PETE (R-PETE) and its relationship with and trends within the broader knowledge base of teacher education during one decade. A total of 853 studies published in Teaching and Teacher Education from 2001 to 2010 were collected then, applying the method of quantitative content analysis, categorized by publication year, teacher’s stages of life career, research issues, and research methodologies. The results confirmed that R-PETE was considered as having a legitimate but peripheral relationship with the larger teacher education field during the study period. This paper discusses the implications of this relationship found and provides recommendations for future research on PETE.

多元化師資培育制度自1994 年《師資培育法》實施至今已超過20 年，這個制度的變化過程中，原本獨占師資培育管道的師範校院面臨機構轉型的壓力。本研究之目的在於從組織社會學的觀點，瞭解多元化師資培育制度變革可能對於師資培育機構造成的影響。研究以社會制度論為理論架構，採取個案研究法，透過政策文本分析與訪談，分析我國幾近兩世紀以來師資培育制度的變化，並探究師範校院在此一過程中的因應與轉型。研究結果發現，早期的師資培育制度改革聚焦制度環境忽略技術環境，個案機構採順服制度以取得組織合法性；發展至後期，制度環境與技術環境的差距逐漸縮小，個案機構需要同時考量組織合法性與增加技術效率以提升組織競爭力。為因應師資培育制度的變化，個案組織採取強制性、模仿性與規範性等多種機制，並反映出鬆散的結構特性。最後，根據研究結果對於當前師資培育制度的發展與師範校院的困境，提出批判反省。 The 1994 Teacher Education Act marked the start of a more diversified system of teacher training in Taiwan. Subsequently, the number of teacher education providers increased substantially; consequently, the normal universities and colleges, which had been the dominant organizations participating in teacher preparation in Taiwan, were pressured to adapt. To understand how teacher colleges have adjusted to the reform of the teacher education system, this study conducted a textual analysis of relevant documents and policies released during 1994-2014 and interviewed members of a selected teacher college. Sociological institutionalism was utilized as a theoretical framework to analyze the institutional changes and organizational adaptations. The research findings showed that at the earlier stage of the teacher education reform, the prevailing trend was to focus on changing the institutional environment, and the case study college complied with this orientation in both letter and spirit to maintain its organizational legitimacy. At the later stage, however, the teacher education reform started incorporating additional changes related to the technical environment, and this caused the case study teachers college to increase its focus on technical efficiency to strengthen its organizational competitiveness. The experience of the case study college when choosing among diverse mechanisms (i.e., coercive, mimetic, and normative) to adapt to institutional change revealed that the organization in question exhibited a loosely coupled organizational structure. This paper offers reflections on the institutional reform of teacher education as well as the transformation of the case study teachers college.

本研究旨在編製「國民小學職前教師教學能力檢定評分量表」，作為國立新竹教育大學教育學系職前教師教學能力檢定之評量工具。本研究採德懷術研究法，自編「國民小學職前教師教學能力檢定評分量表」問卷，經17 位專家三回合德懷術資料分析，修正後形成評分量表。第二階段試用評分量表，參與試教對象為大四的職前教師，每次試用有8 位試教者及3 位評分人員，蒐集二次試教評分結果，以Kendall’s W 和諧係數檢定進行評分者間信度考驗，並訪談試教者及評分人員進行指標修正。本研究結果提出之「國民小學職前教師教學能力檢定評分量表」包含「教學設計」、「教學方法與技巧」、「教學媒材與溝通」、「以及班級經營與師生互動」四個向度，二十項指標；同時建立二十項指標五個等第的評分規準，提供評分的參照依據；最後，說明評分量表的運用方式，以利相關人員使用。本評分量表可適用於師資培育機構檢定職前教師教學能力之標準，或作為形成性評量工具，協助職前教師改善自身的教學能力；亦可作為教育機構甄選教師時試教之評分工具。 This study was conducted to develop a rating scale for assessing the teaching competency of elementary school preservice teachers at the Department of Education, National Hsinchu University of Education, Taiwan. In this study, the rating scale was designed using questionnaires that were developed through applying the Delphi method. Delphi data analysis was conducted by 17 experts over 3 rounds, after which adjustments were made to improve the rating scale. Subsequently, preservice teachers into the fourth year of their study were recruited to test the rating scale. Two tests were conducted, each involving 8 preservice teachers and 3 rating staff, and the scores for the 2 rating tests were collected for analysis. Interrater reliability was tested using the Kendall’s W harmonic coefficient test, and the preservice teachers and rating staff were interviewed to revise the rating scale indicators. The rating scale proposed in this study comprised 4 dimensions (i.e., instructional design, teaching methods and techniques, teaching media and communication, and classroom management and teacher-student interactions) and 20 indicators. A 5-level assessment rubric was formulated to rate the 20 indicators. Finally, method of using the rating scale was outlined in the paper for related personnel to use the scale correctly. The proposed rating scale can be used by teacher education institutions to assess the teaching competency of preservice teachers. In addition, the scale can be used as formative assessment instruments to assist preservice teachers in improving their teaching competency, or as an evaluation instrument for education institutions hiring teachers.

Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

近年來，師資培育的改革一直是我國的發展重點之一。首先，自1994 年師資培育法公佈後，我國的師資培育進入百家爭鳴的時期。但多元而開放的師資培育管道，如今卻面臨品質低落之虞。故2006 年、2009 年，教育部相繼提出教師素質的提升方案，致力於教師素質的管理。而芬蘭頂著PISA 冠軍的光環，成為許多國家教育借鏡的對象。其中，高素質的教師是芬蘭國內一致認同的國際評比成功因素。因此，本文擬探討芬蘭小學職前教師素質的管理機制，瞭解芬蘭在職前教師素質管理方面的措施與方法。基此，本文首先針對「教師素質管理」之定義與內涵作一說明。其次，分析芬蘭的師資培育如何透過學生篩選、課程組織與安排，以及師資培育之評鑑等手段，達成職前教師素質的管理。最後，本文提出結論，供國內借鏡參考。 Recently, the reform of teacher education had become the main point of Taiwan. From the establishment of the Teacher Education Act of 1994, teacher education stepped into the multiple period. But the new system now face big challenge of quality decreasing. Therefore, the Government announced the programme of promoting the teacher education quality and teacher quality in 2006 and 2009. And Finland, which was the champion of the PISA in 2000, 2003 and 2006, had become the model of other countries, also explained that high quality teachers were the main factor of the PISA success. Hence, this paper will analyze the teacher quality management of Finland, to understand how Finland educated the high quality teacher through teacher education. To accomplish this, first, the definition of “teacher quality management” will be explored. Second, the process of student selection, the structure of study module, the qualification and the evaluation of teacher education will be described. Finally, some findings will carry out for recommendations for better teacher education and teacher quality management in Taiwan.

本文針對師資培育制度改革論述的分析，顯示此歷程不僅是理念的選擇，還受到其他社會脈絡的影響，導致體制外行動者有機會將制度功能問題擴大詮釋為制度和文化的危機，並將論述攻防拉高到主要的制度規則層次，形成制度改良或轉型的體制論辯，因此，制度菁英的利益、行動、政治結盟決定了論述競爭發展。其中，第一波改革論述競爭在社運菁英參與和政治結盟下產生新舊典範的替代過程；然後，第二波改革論述競爭在政黨輪替後透過政策菁英進一步鞏固新的典範，從而確立了「師範教育」專業時代的終結，也導致制度利益的重新分配。由於制度和權力緊密結合，制度菁英隨著 外在社會情勢變遷，再度採取新的修正論述，論述主軸並隨之變異，轉而重視制度功能。 This paper suggests the reform on teacher education was not only effected by the professional ideals but also effected by social contexts, and it caused outsiders had the chance to interpret the functional problems into the crisis of institution and culture, and pulled the focus of debate from regulative rules to the competition of regimes. The competing outcomes among discourses were most determined by the institutional entrepreneurs and the political allies. The first wave of competition made a new paradigm of teacher education to replace the old one. After the party transition of the government, the second wave of competition consolidated the new paradigm and redistributed the institutional interests. Since the tight-coupled between institution and power, the institutional entrepreneurs had to correct their discourses to meet new social situation, then the theme of discourses had transited from ideal to the real function gradually.

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)